SeoYoon Sung, PhD

• Sociotechnical systems and research 

• Technology, organizing, and work in the age of automation 

• Learning, education, and digital infrastructure 

• Ethics

• Graduate Course Assistant, Basic Practicum in Conflict Resolution (Master’s level)

Since much of my research revolves around learning innovation, it directly informs my teaching methodologies. For instance, as an Active Learning Initiative (ALI) Fellow at Cornell University, I collaborated closely with faculty members to integrate active learning methods into various undergraduate courses within the College of Computing and Information Science - the University’s fastest growing College. These courses, with an average enrollment ranging from 180 to 375 students, aimed to enhance interdisciplinary and active learning in design, human-computer interaction (HCI), programming, and technology law/policy. The active learning approaches implemented include peer feedback (e.g., pair programming, peer design critique), technology-enhanced assessment (e.g., real-time online discussions and polling), and interactive scaffolding methods such as journaling interventions for debugging exercises. My research and practice in this domain indicate that the application of active learning is particularly advantageous in settings where students have limited social, cultural, and spatial experiences, such as large, lecture-based classes or online courses.

As a teacher in the interdisciplinary areas mentioned above, I find two overarching principles effective: 1) fostering learning through an iterative cycle of action and reflection, and 2) promoting active learning for an accountable and inclusive learning culture. 

My classes are rarely done through long lectures, as I engage students in experiential learning to grapple with complex, real-life issues from day one. Utilizing active learning techniques like role play, concept mapping, and case-based methods, I encourage students to question underlying assumptions and norms while teasing out complexities. This process extends to collaborative, project- and problem-based learning, where students actively construct potential or alternative solutions and feedback on these solutions. 

Additionally, I emphasize co-creating an accountable and supportive learning culture. Positive social interactions embedded in the classroom experiences, co-creation of feedback processes, and empowering students to share their expertise and interests throughout the coursework contribute to building an engaged learning community. This approach requires commitment from both teachers and students, fostering a collaborative and accountable culture.