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.
The trajectory of my interdisciplinary scholarship in agency, learning technology, social media, and assessment design is designed to advance knowledge with particular emphasis on:
- Learner agency and the power to act and persevere in the presence of internal or external constraints;
- Autoethnography as a tool for educating about lived experiences and life choices;
- The democratization of knowledge structures and learner agency through media and technology;
- Perceptions of virtual immersion and reality and its psychosocial impact on learning; and the
- A critical examination of technology and learning environments in applied design, STEM, public health, and medical education.
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).