Agency and identity development are central tenets of my scholarship throughout my graduate and academic career and play a key role in how I shape and understand my own identity – as a woman, researcher, and person with a disability. Living with heart failure for 15 years (diagnosed in 2005) and as a two-time heart transplant recipient (2014, 2018), both my lived experience of medical disability and scholarship in agency and learning technology has become my own curriculum – currere (Pinar, 1975) as it were – illuminating a meaningful relevance to media studies, learning technology, applied design, and translational research. As a result, I bridge my identities, lived experience, research, and scholarship using a combination of autoethnographic (e.g., Code, 2019), qualitative (e.g., Code, Ralph & Forde, 2020), quantitative (e.g., Code, 2020b), and mixed methodologies (e.g., Code, Bains & Virani, 2019; Code, 2020a). As a faculty member at UBC, I continue to advance interdisciplinary scholarship by engaging in fundamental questions about the nature of scientific inquiry across disciplines and the use of media and technology in this process to interrogate its impacts on the democratization of knowledge. Within ADST and STEM education, I am uniquely positioned in relation to the Standards for Technological and Engineering Literacy (ITEEA, 2020) which include Medical and Health-Related Technologies (MHRT). Selected themes of my research include:

Technology and its Applications to Educational Contexts:

  • Critical examination of learning environments in ADST, STEM, and MHRT (Code et al., 2020);
  • Democratization of knowledge through social media and technology (Code, 2013);
  • Design and validation of virtual environments for assessment (Code & Zap, 2017);
  • Critical pedagogy and the psychosocial impacts of technology (Code et al., in press).

Methodological Innovation for Understanding Self-Processes and Agency:

  • Through measurement (Code, 2020) and learning analytics (Code, in press);
  • As education through public discourse and knowledge translation (Code, 2019);
  • As the object of study through autoethnography (Code, 2019).

A hallmark of the trajectory of my funded research projects is to contribute evidence concerning the psychosocial impact of learning technologies for/of/in science, technology, engineering, math (STEM), public health, and medical education. My research program has resulted in a significant record of funding primarily from federal tri-councils, peer-reviewed publications across several fields, and educational software applications such as There’s a New Frog in Town(2011, Harvard), Silence of the Bees (2011, Harvard), Falling Skies v1.0 (2015, UVic), and Falling Skies v2.0 (2019, UBC).