Taylor Fox
Statement of Research, Statement of Teaching, Diversity Statement, and Statement on AI in Education and Work.
Four formal statements written for academic and research-facing applications, each available in full as a PDF.
What does it take for learners to develop higher-order thinking?
"My scholarly work is grounded in a sustained question: what does it take for learners at any stage of life to develop the higher-order thinking skills that education, career, and civic participation demand?" Covers my research foundation, current dissertation on AP World History exam outcomes, and a future research agenda on AI and analytical reasoning.
Independent thinking isn't disappearing. It's becoming less practiced.
"Technology has fundamentally changed the way younger generations process information. Answers are immediate, attention is competed for, and the expectation of instant access has quietly eroded the practice of sitting with a difficult question long enough to actually think through it." Covers my seminar-style philosophy, backward-designed course structure, and approach to formative assessment and feedback.
Equity is not a program. It is a daily practice.
"I grew up understanding that where you come from shapes what you believe is possible for yourself. That understanding has never left me, and it is part of why I chose this work." Covers my experience serving students across the full range of privilege and need, from Haverford College to Ashford University to first-generation, college-bound students at The Rock Academy.
The people building these tools are designing the cognitive conditions of the next generation.
"An AI tool built for learning has to require the thinking, not perform it." Starts with a punctuation mark I gave up and ends somewhere larger: why corporate and classroom AI are two ends of one pipeline, why adult and adolescent learners should not be handed the same assistant, why I say please and thank you to a machine, and what it takes to test whether any of it actually works.