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Download Academic Resume (PDF) EXPERIENCE EDUCATION December 2018 June 2010 May 1994 May 1991 Ed.D. Leadership and Innovation Arizona State University Licensure NJ Superintendent and Principal Certification NJEXCEL/Thomas Edison State University Thesis 1: “A Blueprint for Blended Learning Thesis 2: “Digital Badging for Professional Development” M.A.T. Secondary Education Social Science The College Of New Jersey B.A. Political Science The Pennsylvania State University HIGHER EDUCATION EXPERIENCE (2025 – present) Senior Research Associate Georgia Tech Research Institute & Affiliate Faculty Member Institute for People and Technology (IPaT) Georgia Institute of Technology Atlanta, GA (2018 – 2025) Associate Professor, Professional and Secondary Education, East Stroudsburg University East Stroudsburg, PA Lead development of a digital learning research agenda and co-author National Standards for Quality Digital Learning Leadership Standards, advancing research and policy guidance for leadership in digitally mediated K-12 and higher education systems. Design and study AI-mediated professional learning systems, including the DOT AI Leadership Coach and related architectures for assistive technology adoption, reflective practice, and human-AI collaboration. Develop and test a taxonomy of professional learning and metacognitive decision processes to support leadership development and reflective practice in complex educational organizations. Advance simulation-based and digital twin approaches for leadership preparation and professional development, enabling educators and organizational leaders to explore decision scenarios and explore learning trajectories in realistic practice environments. Translate Georgia Tech research into practitioner-facing resources by developing facilitator guides, professional learning tools, and STEM outreach programs that support K-12 educators and strengthen workforce and career pathways. Develop interdisciplinary grant proposals focused on AI-enabled coaching, workforce capability. Designed and delivered undergraduate, master’s, and doctoral coursework in education leadership, organizational systems, and digitally mediated learning environments. Consistently received student evaluation ratings above college and university averages in graduate and doctoral leadership courses. Served as Graduate Coordinator, advising more than 65 master’s and doctoral students while overseeing program operations, curriculum coherence, and student progression systems. Chaired doctoral dissertation committees and supervised leadership and teaching internships, supporting applied research and field-based inquiry. Led CAEP accreditation and state program review processes for leadership preparation programs, aligning program standards, assessment systems, and continuous improvement frameworks. Designed and implemented a mobile telepresence pilot examining supervision, leadership presence, and participation in distributed learning environments. Designed and launched an accelerated, fully online principal preparation program, integrating competency-based progression, digital supervision, and field-based leadership development. Developed an online micro credential certificate in virtual leadership, focused on digital transformation and technology enabled school systems. Directed cross program digital badging initiatives to formalize skill development, credential transparency, and workforce aligned competencies. (2000-2003) Instructor & Clinical Supervisor University of Central Florida Orlando, FL Assisted interns with the development of lesson and unit plans in a variety of content areas including art, English, Math, Science, Social Studies, and Special Education. Acted as liaison between the off-campus participating school and the University. Conducted orientation sessions for supervising teachers and student teachers. Conducted observations of student interns in the field, implementing the Clinical Supervision Model. Conferred regularly during the semester with student teachers and offered encouragement, evaluated the effectiveness of their work, provided suggestions and materials, and promoted student growth in self-concept and self-evaluation. Taught SSE 3312, Teaching Social Studies in the Elementary School, and SSE 4361, Social Science Instructional Analysis, to undergraduate pre-service teachers. Developed online learning modules for special education and ELL students. EDUCATION LEADERSHIP EXPERIENCE (2008-Present) Education Consultant, Azukas Consulting Maplewood, NJ (2015-2018) Assistant Superintendent for Curriculum and Instruction, Cranford Public Schools (2011-2013) Director of Curriculum, Office of Innovation, New York City Department of Education New York, NY (2002-2008) Director of Curriculum, Principal/Instructional Leader, Teacher, The Florida Virtual School, Orlando, FL (2012-2015) Innovation Coordinator/Curriculum and Instruction Supervisor, Jefferson Township Public Schools, Oak Ridge, NJ Review, evaluate, and provide strategic direction regarding curriculum, student assessment, instructional design, accessibility, technological delivery, design processes, and change leadership and management for K-12 schools, colleges and universities, non-profits, and corporations. Assist with the development of performance appraisal tools and professional development for teachers and school leaders. Develop and advise on the implementation of personalized, competency-based, standards-aligned curriculum. Develop, deliver and evaluate online course content for students and professional development for online and blended learning Served as the professional development coordinator for the district, developing two intensive teacher learning cohorts on personal and blended learning. Facilitated the implementation of all district testing. Provided leadership and oversight of the curriculum design and review process. Supervised the content area supervisors and instructional coaches. Lead the development and implementation of district services including P2E (gifted and talented) and Achieve (basic skills). Developed and implemented the district mentoring program and the New Faculty Collaborative. Coordinated the Professional Development School (PDS) with Seton Hall University. Oversaw the district technology department and initiatives. Lead curriculum council for all district administrators. Developed and directed the curriculum and instruction budget. Responsible for the coordination and submission of all district grants including NCLB/ESEA. Developed district partnerships with colleges and universities, non-profits, and business partners. Participated in the design and implementation of the strategic plan for iLearnNYC, a 6-12 online and blended learning initiative. Responsible and accountable for developing, improving, evaluating, and procuring online curriculum aligned to standards for content and accessibility. Made key policy decisions regarding blended/online learning to support program goals. Managed a $26,000,000 curriculum budget. Planned and facilitated visioning process and professional development for 100 schools. Facilitated the implementation of competency-based programs utilizing online curriculum. Managed partnerships with 16+ different content vendors. Supported vendors with curriculum revisions to meet Common Core, accessibility, and interoperability requirements. Played a key role in the development of a customized LMS and analytics system for iLearnNYC. Conducted ongoing program evaluation, participating in an extensive research study. Participated in policy-making processes at the state level. Implementation curriculum/accessibility changes resulting in improvement of student learning. Provided oversight of the curriculum design and review process for over 100 courses. Educated faculty in the conceptual framework of online curriculum. Oversaw the learning management system use, enhancement, and support. Coordinated delivery of FLVS courses in 12+ different learning management systems. Supervised ADL Co-Lab in the implementation of 508 and SCORM interoperability standards. Developed university partnerships to co-develop curriculum and develop standards for articulation to ensure smooth transitions from secondary to post-secondary online learning. Supervised 75-100 teachers across all content areas. Developed and implemented a new performance management evaluation tool. Coached and promoted professional growth of teachers, overseeing personal growth plans. Developed and piloted a peer coaching program for instructors. Served as the District Special Education Coordinator. Served as the Innovation Coordinator for the District representing JTPS at the state level as a part of the NJ Innovation Community. Developed and implemented a blended learning initiative to personalize student learning. Oversaw the curriculum development and implementation for social studies, fine and related arts, technology, and other areas as assigned for grades K-12. Certified Danielson evaluator; supervised 30 + instructors. Directed multiple departmental budgets, overseeing materials selection and purchasing. Served as the hiring authority for assigned district departments. Developed and deliver district-wide professional development. SUMMARY OF P-12 TEACHING EXPERIENCE Elementary School Teacher (3 years) Middle School Teacher (3 years) High School Teacher (9 years) Pre-K Kindergarten Multi-age Grade 3, 4, and 5 Global Studies 7th Grade Global Studies – 9th Grade Comparative World Studies - 11th Grade Contemporary American Problems – 12th Grade The Holocaust and Human Behavior – 12th Grade American Government and AP U.S. Government and Politics – 11th and 12th Grade (online) United States History and AP U.S. History – 9th and 10th Grade (online) CERTIFICATIONS School Administrator/School Superintendent NJ Principal Certification NJ Supervisor Certification NJ Teaching Certification: Social Studies 6-12 & Elementary Teaching NJ National Board Teaching Certification

RESEARCH INTERESTS Change Leadership and Education Innovation; P-12 Education Leadership; Leadership and Teacher Preparation; Education Policy; Communities of Practice; Online and Blended Learning and Leadership RESEARCH & PUBLICATION RESEARCH INTERESTS My work explores the intersection of learning, leadership, technology, and systems thinking. Through research on AI-mediated learning, human-AI collaboration, simulations, and organizational learning, I investigate how individuals and organizations learn, adapt, and thrive in rapidly changing environments. PEER REVIEWED PUBLICATIONS Peer Reviewed Journal Articles Azukas, M.E., & Gibson, D. (Under Review). An interactional model of AI-Mediated Learning (AIM-AI). Journal of Research In Technology and Education. Gibson, D., Azukas, M.E., & Knezek, G. (Under Review). Practitioner beliefs and behaviors in AI-enhanced education: DOT Framework survey evidence. AI Enhanced Education. Preprint Available: https://doi.org/10.48550/arXiv.2605.29041 Gibson, D., & Azukas, M.E., & Yilmaz Soylu, M. (Under Review). Integrating cognitive load and embodied cognition: Theories through representations as multi-scale attractors. Preprint available: https://doi.org/10.48550/arXiv.2605.23012 Gibson, D., & Azukas, M.E., & Yilmaz Soylu, M. (Under Review) A taxonomy of metacognitive learning scenarios in professional contexts: Integrating systems theory with empirical constraints. Preprint available: https://doi.org/10.48550/arXiv.2605.24142 Azukas, M.E. (Under Review). Leadership as digitally mediated work: A framework for school leadership. American Journal of Distance Education. Azukas, M.E., & Holben, D.M. (In Revision). Making instructional impact visible: An exploratory mixed-methods study of locus of control in simulation-based teacher education. Journal of Technology and Teacher Education. Azukas, M.E., & Gibson, D. (In-Press). Assessing the assessor: Machine metacognition and self-evaluation in the DOT AI Coach. Computers in the Schools. Azukas, M.E., & Barbour, M. (2026). Revisiting readiness for K–12 online teaching: What teachers reveal about students, preparation, and policy through a graduate online learning curriculum. Open Praxis, 18 (2), 310-323. https://DOI : 10.55982/openpraxis.18.2.1055 Azukas, M.E., Garrett Dickers, A., Viano, S. (2026). Proximal & auxiliary support in K-12 digital education. Journal of Online Learning Research, 12(1), 73-96. https://doi.org/10.70725/898687otxwsq Azukas, M.E., & Gibson, D. (2026) Human-machine collaboration for leadership preparation. AI Enhanced Learning, 2(1), 123-145. https://doi.org/10.70725/047755pzyqoh Azukas, M.E., & Gibson, D. (2025) Co-intelligence in the classroom: The DOT framework for AI-enhanced teaching and learning. AI Enhanced Learning. https:// 10.70725/846858waolmj Azukas, M.E. & Gibson, D. (2025) Teacher talk: Teacher Talk: simSchool Implementation in Teacher Education. Technology, Knowledge & Learning. https://doi.org/10.1007/s10758-025-09870-6 Azukas, M.E., Dexter, S., & Gibson, D. (2025) An exploratory study of simulations in the principal pipeline. Education Sciences. https://doi.org/10.3390/educsci15060770 Azukas, M.E., & Barbour, M.K. (2024) Rethinking Teacher Education: The Impact of a K-12 Online Learning Curriculum on In-Service Teachers. International Journal of E-Learning & Distance Education 12(2), 12-21. https://doi.org/10.55667/ijede.2024.v39.i2.1339 Azukas, M.E. (2022) Leading Remotely: The Competencies required for Virtual School Leadership. Tech Trends 66, 327-337. https://doi.org/10.1007/s11528-022-00708-x Azukas, M. E., & Barbour, M. K. (2021). In-service teachers’ perceptions of K-12 online learning: An action research project of a graduate course. International Journal of Online Pedagogy and Course Design, 11(4), 62-72. https://doi.org/10.4018/IJOPCD.2021100105 Azukas, M.E. (2020). Teaching in the time of COVID. Journal of Applied Professional Studies, 2, 1-11. Azukas, M.E. & Gaudelli, W. (2020). Formative design as a framework for implementing teacher professional development in design thinking. Journal of Formative Design in Learning, 4(1), 22-33. https://doi.org/10.1007/s41686-020-00042-6 Azukas, M.E. (2019). Cultivating blended communities of practice to promote personalized learning. Journal of Online Learning Research, 5(3), 249-283. https://doi.org/10.70725/222750jdctea Books and Edited Volumes Azukas, M.E., & Tamim, S. (Eds.) (2025). Transformative inquiry: Integrating action research and systems thinking, Contemporary Perspectives through Action Research Across Educational Disciplines. Myers Press. Azukas, M.E. & Kim, M. (Eds.) (2023) Reimagining systems thinking in a post-pandemic world. IGI Global. Book Chapters Azukas, M.E., & Gibson, D. (In-Press) Designing an AI coach for responsible, human-centered AI integration in education. In N. Kim, M. Kim, A. Rand, & K. Comstock (Eds.), AI for with, and by instructional design. SITE. Azukas, M.E., & Gibson, D. (In-Press) Human-centered AI for global citizenship: Designing for learners, communities, and cultures. In Gaudelli, W. & Römhild, R. (Eds.) Elgar Handbook of Global Citizenship Education. Cheltenham: Edgar Elgar Publishing. Azukas, M.E. (2025). Applying the S-STAR method to plan, analyze, and improve a digital learning initiative. In M.E. Azukas & S. Tamim (Eds.), Transformative inquiry: Integrating action research and systems thinking, Contemporary Perspectives through Action Research Across Educational Disciplines. Information Age Publishing. Azukas, M.E., & Kluk, J. (2022) Simulated teaching: An exploration of virtual classroom simulation for pre-service teachers during the COVID-19 pandemic. In V. Dennin, C. Dickson-Deane, X. Ge, D. Ifenthaler, S. Murthy, J. C. Richardson (Eds.) Global Perspectives on Educational Innovations for Emergency Situations, Springer. Azukas, M.E. (2022) Implementing a personalized learning initiative in a large urban school district. In A. Bond, B. Rajan Sockman, S. J. Blevins, & S. Tamim (Eds). Using Systems Thinking to Foster Continuous Improvement and Manage Change Efforts: Case Studies for the Everyday Practitioner, Routledge. Azukas, M.E. (2021) One district delves into design thinking: Challenges, successes, and implications for future practice. In K.L. Sanzo, & J.P. Scribner (Eds.) Design Thinking: Research, Innovation, and Implementation. Information Age Publishing. CONFERENCE PROCEEDINGS Azukas, M.E. & Francois, M. (2024). Reimagining Higher Education Post Pandemic: A Mobile Robotic Telepresence Case Study in the United States. 10th International Conference on Higher Education Advances (HEAd’24) Universitat Polit` ecnica de Val`encia, Val`encia, 2024 DOI: https://doi.org/10.4995/HEAd24.2024.17167 Azukas, M.E. (2021). The Professional Standards for Educational Leaders and Virtual School Leadership Competencies: Do They Align? American Education Research Association Conference Proceedings: 2021 Annual Meeting (Virtual). Azukas, M.E. (2020) Principal Perceptions of Personal Learning. American Education Research Association: Conference Proceedings: 2020 Annual Meeting San Francisco, CA (Conference Canceled) Azukas, M.E. (2019). Cultivating communities of practice to promote personal Learning . Paper presented at the International Society for Technology in Education, Philadelphia, PA. Published in Conference Proceedings. Azukas, M.E. (2018). Personal learning: A community perspective . Paper presented at the American Educational Research Association, New York, NY. Published in Conference Proceedings. Azukas, M.E. (2005). The virtual observation: Assessing online instructors. Paper presented at the Annual Conference on Distance Teaching and Learning, The University of Wisconsin, Madison. Azukas, M.E. (2005). Effective Instructional leadership in online schools . Paper presented at the Canadian Association for Distance Learning, Vancouver, BC. GRANTS Azukas, M.E., Alemdar, M., Johnson, J. (2026). Designing a Human-AI Coaching System to Support Reflective Teaching in High School Computer Science. National Science Foundation. $ 737,000. (Submitted) Fanijo, E., Gong, L., Chappell, R., Azukas, M.E., Liu, J., Citrin, D. (2026). Artificial Intelligence for Circular Concrete Infrastructure: A Theoretical Circular Economy (CE) System for Concrete Waste Reuse. (Co-PI). Georgia Tech Research Institute Seed Collaboration Grant. $37, 500. Azukas, M.E. (Principal Investigator). (2024). Simulations for Principal Preparation (SiPPs). Pennsylvania Department of Education Prep2Practice Grant. $99,679. Azukas, M. E. (Principal Investigator). (2024). Exploring the Dimensions of Digital Leadership: Building Effective, Equitable, and Innovative Educational Systems. East Stroudsburg University. $4,255.36. Azukas, M.E. (Principal Investigator). (2024). Exploring the Dimensions of Digital Leadership: Building Effective, Equitable, and Innovative Educational Systems. East Stroudsburg University. $1,500. Azukas, M.E. (Principal Investigator). (2024). Driving Dynamic Education. East Stroudsburg University. $950. Azukas, M.E. (Principal Investigator). (2024). Cultivating Cutting-Edge Educational Leaders: Growing the Digital Leadership Program. East Stroudsburg University. $1,507. Azukas, M.E. (Principal Investigator). (2023). The Future of Learning: Emerging Technologies and Systemic Changes. East Stroudsburg University. $1,000. Azukas, M.E. (Principal Investigator). (2023). Beam Me In Scotty: Robotic Telepresence in Higher Education. East Stroudsburg University. $1,500. Azukas, M.E. (Principal Investigator). (2022). Robotic Telepresence: Just Like Being There. East Stroudsburg University Out of the Box Grant. $2,500. Azukas, M.E. (Principal Investigator). (2022). Teaching with Simulations: What Are the Students Learning and Experiencing? East Stroudsburg University Summer Graduate Research Experience Grant. $2,000. Azukas, M.E. (Principal Investigator). (2022). Developing the Virtual Leadership Program: Paving the Path for PSED and ESU to Be Cutting Edge in the Higher Education Market. East Stroudsburg University Faculty Development Research Grow It Grant. $9,984. Azukas, M.E. (Principal Investigator). (2021). Action Research and a Soft Systems Approach to Organizational Change: The Implementation of an Online and Blended Learning Initiative in a Large Urban School District. East Stroudsburg University Faculty Development Research Finish It Grant. $1,000. Azukas, M.E. (Principal Investigator). (2021). Innovative Solutions for Pandemic Problems: Exploring Simulations as Field Experience During Lockdown. East Stroudsburg University Faculty Development Research Finish It Grant. $1,000. Azukas, M.E. (Principal Investigator). (2021). simSchool for Pre-service Teachers: A Safe Space to Develop Pedagogical Practice. East Stroudsburg University Foundation Grant. $1,000. Azukas, M.E., & Holben, D. (Co-Principal Investigators). (2019). Personal Learning: Are States Making It a Priority? East Stroudsburg University Faculty Development Research Mini Grant. $1,200. Azukas, M.E. (Principal Investigator). (2017). Flexible Seating Grant. Cranford Fund for Educational Excellence. $12,000. Azukas, M.E. (Principal Investigator). (2017). Maker Space Grant. Cranford Fund for Educational Excellence. $3,000.

Dr. M. Elizabeth Azukas is currently an Assistant Professor at East Stroudsburg University of Pennsylvania and has been an educator for more than 25 years, with experience teaching at the elementary, middle, high school, and post-secondary levels. She has held a number of different leadership roles. Dr. M. Elizabeth Azukas is a researcher of learning , leadership , and human-AI systems . Her work explores how emerging technologies shape decision-making, professional learning, and organizational adaptation across education and workforce contexts. Drawing on experience as a teacher, school and district leader, university faculty member, and researcher, Dr. Azukas studies AI-mediated learning, human-AI collaboration, simulation-based professional development, and reflective decision-support systems. Her research integrates perspectives from the learning sciences, systems thinking, human-computer interaction, and organizational learning to better understand how individuals and institutions learn, adapt, and innovate in rapidly changing environments. As a Senior Research Associate at the Georgia Tech Research Institute and Affiliate Faculty Member with the Institute for People and Technology, she leads and contributes to projects focused on AI-enabled coaching systems, simulation and digital twin environments, workforce development, digital learning, and the design of human-centered technologies that support learning and decision-making. Her recent scholarship includes the development of the DOT Framework , a systems-based approach to understanding human-AI collaboration and organizational adaptation; the DOT AI Coach , a human-centered coaching architecture designed to support reflective decision-making; and AIM-AI (The Interactional Model of AI-Mediated Learning) , a framework for understanding how interaction structures shape learning in human-AI environments. Hello! You can call me Liz. Pronouns: she/her/hers EXPERIENCE READ MORE More than 30 years of experience spanning teaching, leadership, research, and innovation across K-12, higher education, and workforce development. My career has included roles as a teacher, principal, curriculum director, assistant superintendent, university faculty member, and researcher, with a focus on learning, leadership, technology, and organizational change. TEACHING& PROFESSIONAL LEARNING The center of my teaching and professional learning philosophy is the learner. Whether working with students, educators, leaders, or professionals, I believe meaningful learning begins with understanding what individuals bring to the experience, how they engage with new ideas and challenges, and how those experiences shape their future thinking and practice. My goal is to create learning environments that foster curiosity, reflection, collaboration, and growth, helping learners develop not only knowledge and skills, but also the capacity to adapt, solve complex problems, and continue learning throughout their lives. READ MORE SPEAKING & consulting Consulting opportunities may be considered on a limited basis when aligned with my areas of expertise and subject to Georgia Tech and Georgia Tech Research Institute policies and approval requirements. READ MORE RESEARCH & PUBLICATION My research explores how emerging technologies shape learning, leadership, and decision-making. Current areas of scholarship include AI-mediated learning, human-AI collaboration, simulation-based professional learning, and the design of human-centered systems that support reflection, adaptation, and organizational learning. READ MORE Contact BLOG Reflections on learning, leadership, artificial intelligence, emerging technologies, and the future of education. I use this space to explore ideas, share research, discuss practice, and examine how technology is reshaping the ways we learn, work, and lead. READ MORE

I am available to do consulting, speaking, and professional development in-person and virtually on a variety of topics including virtual leadership, distance learning, design thinking, personalized learning and change leadership. SPEAKING & CONSULTING **Consulting opportunities may be considered on a limited basis when aligned with my areas of expertise and subject to Georgia Tech and Georgia Tech Research Institute policies and approval requirements. INVITED ADDRESSES/WORKSHOPS Azukas, M.E., & Powell, A. (2026). Leading in a digital world: Applying the new NSQ Digital Learning Leadership Standards. [Invited Workshop}. DLAC Ignite, Sacramento, CA. Azukas. M.E., & Powell, A. (2026). Introducing the National Standards for Quality Digital Learning Leadership: Guiding the future of K—12 digital education. [Invited Talk] DLAC Ignite, Sacramento, CA. Azukas, M.E. (2026). It wasn’t me; it was ChatGPT! Designing learning environments for student AI use. [Invited Workshop]. DLAC Ignite, Sacramento, CA. Azukas, M.E., & Spero, K. (2026). AI in the classroom. Invited Talk. Schoolsims. Barbour, M. K., Borup, J., Azukas, M. E., Cuccolo, K., Sapp, T., DeBruler, K., Rice, M., Beck, D., Hodges, C., Rose, R., Short, C., Siko, J., Adelstein, D., Archambault, L., Deschaine, M., Elmendorf, D., Garrett Dikkers, A., Graham, C., Hanlya, S., Morgado, L., Pratt, K., Viano, S., Wilson, E. V., & Woo, L. (2026, February). Announcing the bridging the gap between research and practice: A DLAC research agenda [Invited Contributed Talk]. DLAC Ignite, Sacramento, CA. https://www.slideshare.net/slideshow/dlac-ignite-2026-announcing-the-bridging-the-gap-between-research-and-practice-a-dlac-research-agenda/286116280 Barbour, M. K., Borup, J., Azukas, M. E., Sapp, T., DeBruler, K., Rice, M., Beck, D., Hodges, C., Rose, R., Short, C., Siko, J., Adelstein, D., Archambault, L., Cuccolo, K., Deschaine, M., Elmendorf, D., Garrett Dikkers, A., Graham, C., Hanlya, S., Morgado, L., Pratt, K., Viano, S., Wilson, E. V., & Woo, L. (2026, February). Exploring the bridging the gap between research and practice: A DLAC research agenda [Invited Workshop]. DLAC Ignite, Sacramento, CA. Barbour, M., Rica, M., Rose, R., DeBruler, K., Azukas, M.E., Borup, J., Siko, J., Short, C. Hodges, C., Beck, D. (2025). Have your say on DLAC: The community advancing digital learning research agenda. Digital Learning Collaborative 2025 Annual Conference, Atlanta, GA. Barbour, M. K., Borup, J., DeBruler, K., Rice, M., Azukas, M. E., Beck, D., Hodges, C., Rose, R., Short, C. & Siko, J. (2025, February). DLAC - The community advancing digital learning research agenda [Invited Table Talk]. Digital Learning Annual Conference, Atlanta, GA. Barbour, M. K., Borup, J., DeBruler, K., Azukas, M. E., Beck, D., Hodges, C., Rice, M., Rose, R., Short, C., Siko, J., Adelstein, D., Archambault, L., Cuccolo, K., Deschaine, M., Elmendorf, D., Garrett Dikkers, A., Pratt, K., Wilson, E. V., & Woo, L. (2025, September). DLAC – The community advancing digital learning research agenda [Invited]. Digital Learningpalooza 2025, online. Azukas, M.E. (2023). The Use of Simulations in Pre-Service Teacher Development: Learning Loss: a Case Study. Guest Lecture: University of Münster, Münster, Germany. Azukas, M.E. (2020). Cultivating Communities of Practice to Promote Teacher Self-Efficacy in Personalized Learning Implementation. Invited Talk: University of North Florida. Azukas, M.E. (2020). Conducting Virtual Observations. Invited Workshop New York City Department of Education. Azukas, M.E. (2019). Designing for student engagement. Invited Workshop: Vidyagyan I, Bulandshahr, India. (Shiv Nadar Foundation). Azukas, M.E. (2019). Design thinking to promote student engagement and critical thinking. Invited Workshop: Vidyagyan II, Sitapur, India. (Shiv Nadar Foundation). Azukas, M.E. (2019). Using the Sustainable Development Goals as a framework for design. Invited Workshop: Shiv Nadar School, Noida, India. Azukas, M.E. (2019). Strategies for Student Engagement. Invited Workshop: Shiv Nadar School, Noida, India. Azukas, M.E. (2018). Developing social studies curriculum to support personal learning. Invited Talk: Teachers College, Columbia University, New York, NY. Azukas, M.E. (2015). Depth of knowledge and the Common Core. Keynote Address: Federal Administrators Conference, Monmouth, NJ. Azukas, M.E. (2012). Developing competency-based, Common Core aligned online curriculum. Invited Workshop: Virtual School Symposium, New Orleans, LA. PEER-REVIEWED CONFERENCE PRESENTATIONS Azukas, M.E., & Gibson, D. (2026). Modeling teacher development: Representing metacognitive and developmental trajectories in professional learning. Society for Information Technology and Teacher Education International Conference. Philadelphia, PA. Azukas, M.E., & Gibson, D. (2026). From co-intelligence to co-metacognition: Designing double-loop assessment in an AI coaching system for teacher learning. Society for Information Technology and Teacher Education International Conference. Philadelphia, PA. Barbour, M. Azukas, M.E., Rice, M., Sapp, T. (accepted-2026). Bridging the gap between research and practice: A K—12 digital learning research agenda. Society for Information Technology and Teacher Education International Conference. Philadelphia, PA. Azukas, M.E., & Allen, J. (2026). Responding to student AI use: A STEM focused interactive experience. CESIMIC STEAM Conference, Georgia Tech, Atlanta, GA. Azukas, M.E., & Kruse, S. (2026). Classroom t career: Exploring STEM teaching through simulation. Supporting grow-your-own programs, CTAE pathways, and teacher development. CESIMIC STEAM Conference, Georgia Tech, Atlanta, GA. Azukas, M.E, (2025). Exploring the role of generative AI in preparing future educational leaders. Society for Information Technology and Teacher Education International Conference. Orlando, FL. Hamblin, C., Neiffer, J. Michalowski, A., Harrington, C., Powell, A., Azukas, M.E. (2025). Unpacking the 2025 updates to the national standards for quality online learning (NSQOL). Digital Learning Collaborative 2025 Annual Conference, Atlanta, GA. Azukas, M.E., Sharp, J., & Brzycki, H. (2025). Voices to vision: Shaping standards, policy, and practice in digital education. Digital Learning Collaborative 2025 Annual Conference, Atlanta, GA. Azukas, M.E., Sharp, J., & Brzycki, H. (2025). Digital leadership: Establishing quality standards to guide our future. Digital Learning Collaborative 2025 Annual Conference, Atlanta, GA. Azukas, M.E., Dexter, S., & Gibson, D. (2024). Exploring How Affordances of Simulations May Strengthen the Principal Pipeline. University Council for Educational Administration (UCEA), 2024 Annual Conference, Los Angeles, CA. Azukas, M.E. (2024). Exploring the Role of Simulations in Cultivating Culturally Relevant and Sustaining Education Competencies Among Principal Candidates. University Council for Educational Administration (UCEA), 2024 Annual Conference, Los Angeles, CA. Azukas, M.E. (2024). The Future of Leadership Development: The Efficacy of Simulations in Enhancing Systems Thinking. Association for Education Communications and Technology (AECT), 2024 Annual Conference, Kansas City, MO. Azukas, M.E. & Francois, M. (2024.) Integrating Physical and Remote Learning Spaces: An Exploration of Mobile Robotic Telepresence in Higher Education. Association for Education Communications and Technology (AECT), 2024 Annual Conference, Kansas City, MO. Azukas, M.E., Brzycki, H., Sharp, J. (2024). Conducting with Finesse: Shaping Virtual Leadership Best Practices. Digital Learningpalooza. Digital Learning Collaborative Online Conference October, 2024. Azukas, M.E. & Spero, K. (2024). Using Simulations for Active Learning. RECAP Conference. May 16, 2024, West Chester University, PA. Azukas, M.E. & Gibson, D. (2024). Teacher Talk: Lessons from simSchool Implementation in Teacher Education. Society for Information Technology and Teacher Education International Conference, Las Vegas, NV, p. 47-52. Azukas, M.E. (2024). Digital diversity: Leadership for equity and cultural responsiveness in the online environment. Digital learning Collaborative, Annual Conference, Austin, TX. Azukas, M.E. (2024). Preventing E-solation: Effective leadership strategies for building professional community. Digital learning Collaborative, Annual Conference, Austin, TX. Azukas, M.E. (2023). Look Who’s Talking: ChatGPT, What Is it, How is it Used, and Future Implications. Panelist. Association for Education Communications and Technology (AECT), Annual Conference, Orlando, FL. Azukas, M.E. (2023). Playing Around: An Examination of Student and Faculty Experiences with a Virtual Classroom Simulation. Association for Education Communications and Technology (AECT), Annual Conference, Orlando, FL. Azukas, M.E. (2023). Personalized Learning in Your Classroom. The Pennsylvania Educational Technology Expo & Conference (PETE & C). Mount Pocono, PA. Azukas, M.E. & Spero, K. (2023). Using Simulations to Promote Active learning in Higher Education. The Pennsylvania State System of Higher Education (PASSHE) Conference on Teaching and Learning Slippery Rock University, Slippery Rock, PA. Azukas, M.E. (2022). The Future of Learning Post-Pandemic: Soft Systems Thinking as an Approach to Educational Change. Association for Education Communications and Technology (AECT), Annual Conference, Las Vegas, NV. Azukas, M.E. (2022). Playing in the Classroom: Exploring a Gamified Simulation as Field Experience During the Pandemic. Association for Education Communications and Technology (AECT), Annual Conference, Las Vegas, NV. Azukas, M.E. (2022) Action Research and a Soft Systems Approach to Organizational Change: The Implementation of an Online and Blended Learning Initiative in a Large Urban School District. American Education Research Association: 2022 Annual Meeting, San Diego, CA. Azukas, M.E., & Holben, D.M. (2022) Innovative Solutions for Pandemic Problems: Exploring Simulations as Field Experience During Lockdown. American Education Research Association: Annual Meeting, San Diego, CA. Barbour, M.K. & Azukas, M.E. (2022). Teachers’ Perceptions of K-12 Online Learning: An Action Research Project. American Education Research Association: 2022 Annual Meeting, San Diego, CA. Azukas, M.E. & Holben, D. M. (2022) Using Virtual Simulations in Teacher Education to Develop Equitable Teaching Strategies. Society for Information Technology in Teaching (SITE): Annual Meeting San Diego, CA. Azukas, M. E. (2022) Developing a Professional Community for Faculty and Staff in the Online Environment. Digital Learning Collaborative: Annual Conference Atlanta, GA. Azukas, M. E. (2022) The Competencies Required for Effective Virtual Leadership. Digital Learning Collaborative: Annual Conference Atlanta, GA. Azukas, M.E. (2020). In-Service Teachers’ Perceptions of Online Learning: An Action Research Study of Online Learning Curriculum in a Graduate Course. Association for Education Communications and Technology (AECT), Annual Conference (Virtual). Azukas, M.E. (2019). Virtual leadership and the Professional Standards for School Leadership. University Council for Education Administration, New Orleans, LA. Azukas, M.E. (2019). A digital toolkit for teaching the sustainable development goals. International Society for Technology in Education, Philadelphia, PA. Azukas, M.E. (2019). Competency-based math: How one district got started. Mid-Atlantic Conferenc e on Personal Learning, Atlantic City, NJ. Azukas, M.E. (2019). How can we prepare teachers to implement personal learning? Mid-Atlantic Conference on Personal Learning, Atlantic City, NJ. Azukas, M.E. (2018). Can communities of practice be leveraged to promote school change? Arizona State Doctoral Research Conference, Tempe, AZ. Azukas, M.E. (2018). Change leadership and management. Mid-Atlantic Conference on Personal Learning, Pittsburgh, PA. Azukas, M.E. (2018). Developing a community of practice to promote professional development on personal learning. Mid-Atlantic Conference on Personal Learning, Pittsburgh, PA. Azukas, M.E. (2018). Unleashing your organization’s potential through change leadership and management. New Jersey School Boards Association, Atlantic City, NJ. Azukas, M.E. (2017). A personal professional learning cohort: Using a community of practice as a model for professional development. Arizona State Doctoral Research Conference, Tempe, AZ. Azukas, M.E. (2017). Personal learning: Leading and managing change. Mid-Atlantic Conference on Personal Learning, Baltimore, MD. Azukas, M.E. (2013). Evaluating teachers in blended learning environments. Online and Blended Learning Symposium, Orlando, FL. Azukas, M.E. (2012). iLearnNYC: Using online and blended learning to personalize instruction. International Association for Online Learning, Northeast Regional Conference, Baltimore. MD. Azukas, M.E. (2012). Evaluating Online Curriculum. New York State Online Learning Summit, Albany, NY. Azukas, M.E. (2009). Visual texts and global studies. New Jersey Council for the Social Studies, New Brunswick, NJ. Azukas, M.E. (2007). Motivating online students. Florida Virtual School Symposium, Orlando, FL. Azukas, M.E. (2007). Collaborating online. Florida Virtual School Symposium, Orlando, FL. Azukas, M.E. (2006). Online curriculum and pedagogy. Florida Virtual School Symposium, Orlando, FL. Azukas, M.E. (2005). Motivating middle school students with mystery: The mystery of history. Association for Supervision and Curriculum Development, Boston, MA. Azukas, M.E. (2004). Fostering diversity through distance learning. National Council for the Social Studies, Baltimore, MD. Azukas, M.E. (2004). Course design showcase middle school U.S. history. Annual Conference for Distance Teaching and Learning, University of Wisconsin, Madison, WI. THE SHIV NADAR FOUNDATION In this project, I worked as a consultant for the Shiv Nadar Foundation. In this capacity, I designed and implemented six 7-hour professional learning sessions to 220 teachers across 5 schools in rural and metropolitan India. I facilitated the sessions in July of 2019. Four of the sessions focused on “Designing for Student Engagement” in which I taught the teachers a design thinking model and we explored ways of applying design thinking to their work as teachers and in their classrooms. One session focused specifically on “Leveraging Design Thinking to Support the Implementation of the Sustainable Development Goals, SDGs.” In this session, I taught teachers about the SDGs and design thinking and how these ideas might form the basis of their curriculum. The final session was focused on “Strategies for Creating a Student-Centered Learning Environment” in which I leveraged my research on personal learning to assist teachers in developing more personalized classrooms. I continue to support teachers, leader, and schools in an online capacity. The Shiv Nadar Foundation was established in 1994 by Shiv Nadar, Founder, HCL – an 8.6 billion dollar leading global enterprise. The Foundation is committed to the creation of a more equitable, merit-based society by empowering individuals through transformational education to bridge the socio-economic divide. To that purpose the Foundation has established institutions and programs in the underdeveloped disciplinary areas in India related to rural and urban education and art.

School Administrator/School Superintendent NJ, Principal Certification NJ, Supervisor Certification NJ, Teaching Certification: Social Studies 6-12 & Elementary Teaching NJ, National Board Teaching Certification TEACHING & professional learning Although my current role is focused on research and innovation, teaching remains central to my professional identity. Throughout my career, I have worked with learners across educational, professional, and organizational settings, from elementary classrooms and graduate programs to leadership development initiatives and workforce learning environments. Today, I support educators, mentors, and emerging professionals through professional learning, workforce development initiatives, mentoring, and STEM outreach programs. These experiences continue to inform my research on learning, leadership, human-AI collaboration, and professional development. Current Learning and Facilitation Activities Professional Learning Supporting educators across Georgia through workshops and professional learning focused on artificial intelligence, digital learning, leadership, innovation, and emerging technologies. STEM Workforce Development Facilitating learning experiences for high school interns participating in the Georgia Tech Research Institute internship program, with a focus on professional skills, collaboration, networking, and STEM identity development. Research-Informed Practice Designing simulations, coaching systems, and learning experiences that translate research into practical tools for educators, leaders, and organizations. Learning Philosophy I believe meaningful learning occurs when individuals actively engage with authentic problems, reflect on their experiences, and connect new ideas to existing knowledge and practice. Whether working with students, educators, leaders, or professionals, my goal is to create learning environments that encourage curiosity, critical thinking, collaboration, and continuous growth. My approach is grounded in the belief that learning is both an individual and social process. People learn most effectively when they are challenged to examine assumptions, consider multiple perspectives, test ideas in practice, and engage in thoughtful dialogue with others. For this reason, I strive to design learning experiences that emphasize inquiry, reflection, problem-solving, and real-world application. Technology plays an important role in this process, not as an end in itself, but as a tool that can expand access, support creativity, provide new forms of feedback, and create opportunities for exploration that might otherwise be difficult to achieve. My work with simulations, artificial intelligence, and digitally mediated learning environments reflects a broader interest in understanding how technology can support human learning, decision-making, and professional growth while preserving human agency and judgment. Across all learning environments, I seek to foster reflective practitioners who can think systemically, adapt to changing circumstances, and continue learning throughout their careers. I view education not simply as the acquisition of knowledge, but as the development of the capacity to learn, lead, collaborate, and respond thoughtfully to complex challenges. Ultimately, my goal is to help learners become more capable, more reflective, and more confident in their ability to navigate an increasingly complex and technology-rich world. T & D Areas of Facilitation & Professional Learning Artificial Intelligence in Education Human-AI Collaboration Digital Leadership Systems Thinking Simulation-Based Learning Professional Learning Design Organizational Change and Innovation Workforce Development STEM Education THESIS AND DISSERTATION ADVISEMENT Committee Chair, East Stroudsburg University of Pennsylvania, Maria Francois, Simulations in High School Teacher Clubs (July, 2025) Committee Chair, East Stroudsburg University of Pennsylvania, Helen Sclama Zaleski, Students with Limited or Interrupted Formal Education, May 2024 Committee Chair, East Stroudsburg University of Pennsylvania, Amanda Hinkel, Crisis Leadership During COVID-19, May 2024. Committee Chair, East Stroudsburg University of Pennsylvania, Loretta Erdo, Emergency Remote Learning: Teaching in the Time of COVID-19, May 2022 Committee Chair, James Gonzales, The Impact of Instructional Conversations about Peer Observations on Middle School Teachers. The College of Education, East Stroudsburg University, Fall, 2020 Committee Member, Drew University, Daniel Papa, Action-Inspired Learning, March 2022 COURSES TAUGHT Download PSED 161 Syllabus This course analyzes a wide spectrum of human relations within the broad area of basic education. Common professional problems are discussed. It also includes an examination of the values and beliefs of the community as related to the public school. PSED 516 The Learner and the Learning Process PSED 521 Seminar in Secondary Education II PSED 590 Supervision of Instruction PSED 595 Leadership PSED 573, 574, & 575 A review of various views (humanistic, behavioral, cognitive) of the learner and learning theorists (Skinner, Rogers, Bruner, Piaget). Case studies of actual teaching learning problems are brought to the class by the participants for examination and discussion by the group. Students will examine the knowledge, skills, attitudes and behaviors that are necessary to teach in a culturally diverse and linguistically diverse and inclusive setting. This course is an introduction to the theory and function of supervision in the modern public school system, K-12. This course provides a general overview of the concept of leadership and different leadership styles. This course addresses the philosophical, social, and educational context in which the school and education leaders function. The purpose of the three semester Internship is to provide the student with advanced level theory seminars and practical experience for the development of administrative competencies in a school setting based on the PDE standards. Doctoral Level PSED 725 Critical Analysis of Issues and Innovations in Education PSED 783 Qualitative Analysis in Leadership Studies PSED 798 Internship I and II Download PSED 703 Syllabus This course examines leading change, innovations and reform in education. Specific innovations and reforms will be examined and relationships between research, policy making, and implementation will be emphasized. This course is designed to prepare doctoral students in leadership studies to conduct qualitative data analysis in dissertation research. This course is designed for the advanced graduate student who wishes to do independent research in special areas. Activities and projects are designed to meet the requirements for school leader certification. Download PSED 725 Syllabus COURSES Undergraduate Level PSED 161 Education Foundations PSED 421 Seminar in Secondary Education II: Teaching Secondary Students in Diverse, Inclusive Classrooms PSED 430 Student Teaching Middle Level PSED 431 Student Teaching High School Level This course presents education as a unique field of academic study and also as a professional vocation with varied career opportunities. Consideration is given to the American educational enterprise in terms of the social, historical, and philosophical context, with the persistent issues being treated as they relate to the contemporary scene. Students will examine the knowledge, skills, attitudes, and behaviors that are necessary to teach in a culturally and linguistically diverse and inclusive setting. Students will learn to respond to secondary students’ individual needs and apply appropriate evidence-based instructional and non-academic recommendations and interventions. The course requires a 30-hour field component in an inclusive classroom and also incorporates experiences with ELLs. This course is part of a guided teaching experience in the secondary schools which typically consists of PSED 430 and 431 for a full semester. This field experience is designed to provide the opportunity to demonstrate the competencies and understandings of the teaching/learning process in the middle/junior high school. Prerequisites: 1) students must meet all requirements described under the Student Teaching section, 2) students must have approval of the adviser and department chair in the major field, 3) students must have the approval of the Department of Professional and Secondary Education, and 4) students must have completed at least 24 semester hours of credit in the major field. This course is part of a guided teaching experience in the secondary schools which typically consists of PSED 430 and 431 for a full semester. This field experience is designed to provide the opportunity to demonstrate the competencies and understandings of the teaching/learning process in the senior high school. Prerequisites: 1) students must meet all requirements described under the Student Teaching section, 2) students must have approval of the adviser and department chair in the major field, 3) students must have the approval of the Department of Professional and Secondary Education, and, 4) students must have completed at least 24 semester hours of credit in the major field. Masters Level PSED 510 Teacher, School, and Community PSED 703 Leadership Application This course is designed to prepare doctoral students in leadership studies to develop and implement a field project that incorporates leadership and policy theories learned in previous courses. Various approaches and issues associated with design and implementation of a field project will be examined. Through and exploration of the literature, critique of theories, and direct hands-on exercises, students will be able to build competency in integrating leadership theories and research methods into their own field project. STUDENT COMMENTS Student Comments My children, always tell me how annoying older students in a class. I didn't want to come off as a brown "noser," so I didn't complement you in front of all. But I do want you to know that, although this class was intense, I learned a lot and I really enjoyed it, especially the PD Plan, not because it was fun, but because it was relevant to my needs. Thank you for being very organized and proactive in explaining and posting the assignment early. Hi Dr Azukas, I just wanted to say “thank you” for a WONDERFUL class experience. I learned so much in just these four weeks. This was, by far, the most helpful and relevant class I have taken in the supervisory cert program. I learned so much practical information about group management and leadership styles and the observation and feedback process. Thank you for how hard you worked to adapt this class to an online format and still make it so applicable and engaging. I looked forward to class each night and always felt like it was time well spent – you balanced lecture and clarification of important topics with real-world application and practice of skills, which helped us all to grow and understand the content that much better. I even (...kind of) enjoyed the group projects, and I’ve never said THAT before in my LIFE. I loved this class, I learned so much! Dr. Azukas was the very first professor I had when I came to ESU and she definitely set the bar high for the rest of my professors. Her passion and drive is contagious and pushes you to have the same intensity of passion! Her teaching style wasn’t based on teaching material purposed for passing a test like some professors; instead, she taught using a style that engaged us as students better and all class assignments and homework helped us move forward in our program. She keeps her lessons and activities current using different technologies and methods other than the traditional worksheet and paper test. Her teaching methods enhance critical thinking and the course content really makes you put into perspective your reason for wanting to enter the field. Taking Dr. Azukas’ class made me realize my passion for teaching and she helped shape and mold my teaching style when I was her TA. The experience was all-around career building and I’m grateful to have been taught by Dr. Azukas! Hello Dr. Azukas, I would first like to start this off by thanking you for being so kind even while I was falling behind. I've been struggling really hard with having to go back home for the semester and it truly helped bring up my spirits being able to attend your classes and be encouraged. Hi Dr. Azukas, Thanks again for your suggestions about what questions to focus on for my interview. I am so glad I asked you for your advice because they asked me about EVERYTHING that you mentioned. I was definitely more prepared for this interview than the last one! Thanks so much! I enjoyed the collaboration in this course. We were always communicating and working with our peers. I learned so much from the instructor, the readings,and my peers throughout this course Thank-you professor for helping me gain more knowledge in this course, this class definitely helped me get ahead along with making me want to help others. Dr. Azukas has supported my endeavors as an aspiring school leader through rigorous and meaningful instruction and thought-provoking discussion. She's been present through my tenure at ESU from the moment I considered enrollment and eagerly volunteered to support me through accelerated programming and individualized instruction that was tailored to my professional interests. Much like my undergraduate experience at ESU, Dr. Azukas has sparked great motivation for my budding career in school leadership. She has inspired me to pursue further personal and professional enrichment through continued education. I am grateful for the opportunity to study with her. She has been a model example of how effective mentors can have a lasting impact. I had no idea research could be so much fun! I have truly been inspired. Thank you Dr. Azukas!

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