Research Overview
This body of research explores the transition toward formative education—a model that prioritizes the “whole person” over narrow academic metrics. By investigating online community building, faculty engagement, and international school reforms, these studies highlight strategies for fostering purpose and ethical development in diverse educational contexts.
Online Formative Education
- Formative Education Online: Teaching the Whole Person During the Global COVID-19 Pandemic (2021) Examines how virtual environments can be designed to support student wholeness and community during times of crisis.
- Supporting Holistic Student Development Through Online Community Building (2021) Identifies specific strategies and tools used to create meaningful connections and support growth in digital classrooms.
- Learning Language, Learning Culture: Teaching Language to the Whole Student (2020) Explores the intersection of language acquisition and sociocultural identity, advocating for a more holistic approach to ESL instruction.
Faculty Engagement & Assessment
- Faculty Engagement Patterns in Online Formative or Whole-Person Education (2025) Analyzes the characteristics and behaviors of highly engaged faculty members in virtual formative settings.
- Measuring Faculty Engagement in Online Formative Education: A Revised Instrument (2023) Introduces an Item Response Theory (IRT) model to accurately assess how educators facilitate whole-person growth online.
International Reform & Purpose
- Can Korea Have Academic Achievement Plus Well-being? The Case of Hyukshin Schools (2023) A critical look at educational reform in South Korea, evaluating the success of schools aimed at balancing high achievement with student well-being.
- The Quest for a Purpose to Encompass the Highest Moral Values (2020) An introduction to the special issue on educating for wholeness, outlining the moral imperatives behind formative education.
- Discourse and Education (2017) Explores the role of communication and social interaction in shaping educational experiences and developmental outcomes.