Faculty Spotlight
Our faculty are at the heart of the School of Education’s mission to inspire, innovate, and lead. Through their dedication to teaching, research, and community engagement, they shape the next generation of educators and changemakers. This faculty spotlight series celebrates their diverse expertise, impactful scholarship, and the meaningful connections they build with students and communities. Get to know the passionate professionals who bring learning to life and drive positive change in education every day.
New Publication Explores Ethical Explainability in Human–AI Collaboration
Dr. Ahmed Al-Asfour, along with colleagues Parvaneh Shirazi, Sawsan El Ahmadie, and Sunduz Yilmaz, recently published an article titled "Beyond Transparency: Reframing Ethical Explainability in Human–AI Teams" in the journal Systems (2026).
The article examines the evolving role of explainability in human–AI collaboration and argues that ethical explainability should extend beyond technical transparency to include trust, accountability, fairness, and human-centered decision-making. The study provides a framework for understanding how organizations can foster more responsible and effective partnerships between humans and artificial intelligence systems.
The publication contributes to ongoing discussions about the ethical integration of AI in workplaces and organizations, highlighting the importance of designing AI systems that support both organizational goals and human values.
Dr. Yvonne Hunter Publishes New Book, Benched by Design
About the Book
In Benched by Design, Dr. Yvonne Hunter offers an inspiring, faith-centered perspective on seasons of waiting, reminding readers that being “benched” does not mean being forgotten by God. Sometimes, the bench is where God prepares us for what comes next.
Rooted in biblical truth, practical wisdom, and adult learning principles, the book reframes seasons of waiting as opportunities for growth, healing, renewed faith, and purposeful preparation. Through Scripture, self-directed learning, critical reflection, real-life application, and guided exercises, readers are encouraged to:
- Embrace the waiting season as an opportunity for personal growth, reflection, and discovering God’s purpose.
- Trust God through uncertainty and disappointment while remaining anchored in faith and Scripture.
- Move forward with confidence, recognizing that a current position or circumstance does not determine one’s future.
Drawing upon her background in adult learning, human resource development, and mentoring, Dr. Hunter connects faith and learning to help individuals navigate the “benched” seasons of life. The book encourages readers to view periods of uncertainty, transition, and waiting not simply as setbacks, but as meaningful opportunities for preparation, development, and transformation.
Dr. Ahmed Al-Asfour is pleased to share the publication of our article, “Artificial Intelligence Meets Employee Development: A Bibliometric Analysis of Research Trends”
Dr. Ahmed Al-Asfour is pleased to share the publication of our article, “Artificial Intelligence Meets Employee Development: A Bibliometric Analysis of Research Trends,” in New Horizons in Adult Education and Human Resource Development.
Co-authored with Rajagopal Sankaranarayanan, Sunduz Yilmaz, and Lamarana Jallow, an SIU doctoral student, this study employs bibliometric analysis to examine the development and emerging trends in research at the intersection of artificial intelligence and employee development. The article identifies key research themes, evolving scholarly directions, and opportunities for future inquiry, contributing to the growing body of scholarship on AI and human resource development.
DOI: https://doi.org/10.1177/19394225261476832
Al-Asfour, A., Sankaranarayanan, R., Yilmaz, S., & Jallow, L. (2026). Artificial intelligence meets employee development: A bibliometric analysis of research trends. New Horizons in Adult Education and Human Resource Development. Advance online publication. https://doi.org/10.1177/19394225261476832
Dr. Cheng-Yao Lin Receives ICTM Max Beberman Mathematics Educator Award
Dr. Cheng-Yao Lin, a tenured Professor of Mathematics Education at Southern Illinois University Carbondale (SIUC), has received the prestigious Max Beberman Mathematics Educator Award. Presented by the Illinois Council of Teachers of Mathematics (ICTM), the award honors educators who demonstrate a lifelong commitment to excellence, leadership, and service in mathematics education.
Dr. Lin brings 31 years of rich teaching experience to his award. At SIUC, he currently teaches mathematics content and methods for elementary and middle school pre-service teachers, as well as educational research methods. He also served a critical leadership role as the university's Elementary Education Coordinator from 2020 to 2023. His academic background includes a Ph.D. in Mathematics Education from the University of Illinois at Urbana-Champaign, an M.S. in Special Education from the University of Northern Colorado, and a B.S. in Gifted Education from the National Taipei University of Education in Taiwan.
Beyond the classroom, Dr. Lin’s impactful scholarship and leadership span local, national, and international stages:
- Global Communication Hub: Since 2022, Dr. Lin has managed the Dr. Jerry Becker Listserv. Under his leadership, this vital global network has grown to serve over 30,000 mathematics educators worldwide, facilitating international knowledge sharing and professional connection.
- Sustained Conference Leadership: Dr. Lin has dedicated over two decades to organizing the ICTM Southern Section's Annual Conference on Teaching Mathematics. He has served repeatedly as Program Chair and Conference Chair, successfully driving the event’s regional attendance and quality growth.
- Prolific Scholar and Editor: Author of more than 30 articles in national and international journals, his research bridges the gap between theory and classroom practice. He has also served as a Department Editor for the National Council of Teachers of Mathematics (NCTM) publication Mathematics Teacher: Learning and Teaching PK-12.
- International Engagement: A former Fulbright U.S. Senior Scholar and Specialist, Dr. Lin currently serves as the President of the Southern Illinois Chapter of the Fulbright Association, promoting international academic exchange and cross-cultural collaboration.
Colleagues and students praise Dr. Lin for his unwavering mentorship and empowering leadership style. "Dr. Lin embodies the legacy of Max Beberman through his clarity of vision, devotion to mathematics teaching and learning, and lifelong service to educators," wrote Alan Zollman, Faculty Emeritus and a previous recipient of the award.
Dr. Ahmed Al-Asfour is pleased to share the publication of our new article, "Career Development and Decision-Making in STEM Among Rural Undergraduates: A Social Cognitive Career Theory Perspective. Journal of Career Development, 0(0)"
Al-Asfour, A., & Barhate, B. (2026). Career Development and Decision-Making in STEM Among Rural Undergraduates: A Social Cognitive Career Theory Perspective. Journal of Career Development, 0(0).
This study examines STEM career development and decision-making among rural undergraduate students through the lens of Social Cognitive Career Theory (SCCT). Our findings highlight the personal, environmental, and contextual factors that influence students’ career aspirations, self-efficacy, and decision-making processes in STEM fields.
Drawing on SCCT, the study offers insights into how educators, career counselors, and higher education institutions can better support rural students in pursuing and succeeding in STEM careers.
This work contributes to the growing body of research on STEM career development and rural student success while providing practical recommendations for expanding opportunities and strengthening pathways into STEM professions.
Read the article here: https://journals.sagepub.com/eprint/YPT2X62SXHGFFDYXQIJV/full
Southern Illinois Administrators Convene for the 2026 Law and Leadership Conference
The 2026 Southern Illinois Law and Leadership Conference, held Thursday, March 26, 2026, at John A. Logan College in Carterville, Illinois, brought together educational leaders from across the region to strengthen professional networks, build their leadership acumen and enhance their understanding and application of school law. Counting presenters and vendors there were over 185 total attendees, including, left to right: Dr. Gary Kelly, Dean Victoria Groves-Scott, Ed.D., and Dr. Brad Colwell.
This annual event serves as a key professional development and networking opportunity for principals, superintendents, other school and district level administrators, including aspiring administrators throughout southern Illinois. Attendees engaged with timely topics in school law and leadership while building connections that support effective school governance and student success.
Founded by Dr. Brad Colwell and led by Dr. Gary Kelly, this year’s conference marked a significant milestone, welcoming more than 160 school administrators. The program featured presentations from leading school law firms, state leadership organizations, and experienced local educators, offering a diverse range of perspectives and practical insights.
Dr. Colwell serves as Interim Associate Dean for Graduate Programs, Faculty Success, and Continuous Improvement in the School of Education at Southern Illinois University Carbondale. Dr. Kelly is an Assistant Professor of Practice in the School of Education at SIU.
Cheng-Yao Lin
Dr. Cheng-Yao Lin was invited by Professor Yenealem Ayalew Degu, a Mathematics Educator, Career Promoter, and Learning Facilitator at Kotebe University of Education, Addis Ababa, Ethiopia, to deliver a webinar on mathematics education.
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Yvonne Hunter
Dr. Yvonne Hunter has published a peer-reviewed article titled " Empowering Veterans in Career Transition: The Development of a Model for Overcoming Imposter Syndrome in the Civilian Workforce" in New Horizons in Adult Education and Human Resource Development. This work explores the often-overlooked experience of imposter syndrome among veterans as they transition to civilian careers. Grounded in human resource development (HRD) principles, the article introduces the Hunter Model—a practical, research-informed framework aimed at helping veterans reframe their military competencies and navigate identity shifts in the civilian workforce.
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Alex J. Armonda
Alex J. Armonda serves as Assistant Professor (Curriculum Theory) in the School of Education. He teaches courses on educational foundations in the Curriculum and Instruction program. Alex started his career in education as a middle school ELA teacher in Chicago. Prior to arriving at SIU, he earned his PhD at UT Austin (Cultural Studies in Education). Alex's research explores new intersections in critical pedagogy, critical theory, and educational philosophy.
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Cheng-Yao Lin
Dr. Cheng-Yao Lin was invited by Professor Yenealem Ayalew Degu, a Mathematics Educator, Career Promoter, and Learning Facilitator at Kotebe University of Education, Addis Ababa, Ethiopia, to deliver a webinar on mathematics education. Dr. Lin will be presenting "Ten Answers: Why Multiplying Two Negatives Is Positive," which was published in NCTM's Mathematics Teacher: Learning and Teaching PK-12, with Dean Angela Barlow as the Chief Editor. Dr. Lin's discussion on mathematics education will also be presented during the SIU Education Day.
Dr. Lin graduated from the University of Illinois at Urbana-Champaign and is currently a Professor of Mathematics Education at Southern Illinois University Carbondale. He has secured significant funding for his research, notably through the Fulbright U.S. Scholar Program (2022) and the Fulbright Specialist Program (2017). His research interests include integrating technology into mathematics education, preparing pre-service teachers, and conducting cross-cultural research on pre-service teachers' understanding of fractions. He has published numerous articles in peer-reviewed journals focused on mathematics education research.
Yvonne Hunter
Dr. Yvonne Hunter has published a peer-reviewed article titled " Empowering Veterans in Career Transition: The Development of a Model for Overcoming Imposter Syndrome in the Civilian Workforce" in New Horizons in Adult Education and Human Resource Development. This work explores the often-overlooked experience of imposter syndrome among veterans as they transition to civilian careers. Grounded in human resource development (HRD) principles, the article introduces the Hunter Model—a practical, research-informed framework aimed at helping veterans reframe their military competencies and navigate identity shifts in the civilian workforce.
Key contributions include:
- A comprehensive review of imposter syndrome's causes and impact on veteran well-being and workforce integration
- The introduction of a model that centers HRD professionals in the design of supportive, inclusive transition strategies
- Actionable guidance for translating military experience into civilian-recognized qualifications and confidence
This article adds to the limited, yet growing body of research focused on veterans’ career transitions, mental health, and workplace inclusion—areas that deserve far more attention in academic and professional circles.
Dr. Hunter states, “I hope this work inspires further dialogue, research, and most importantly, action in support of those who’ve served. Special thanks to all veterans and military personnel for your service—and to my colleagues in HRD for the continued work in building affirming, purpose-driven post-military pathways.”
Alex J. Armonda
Alex J. Armonda serves as Assistant Professor (Curriculum Theory) in the School of Education. He teaches courses on educational foundations in the Curriculum and Instruction program. Alex started his career in education as a middle school ELA teacher in Chicago. Prior to arriving at SIU, he earned his PhD at UT Austin (Cultural Studies in Education). Alex's research explores new intersections in critical pedagogy, critical theory, and educational philosophy.
Research Spotlight
In August, Alex published his first book, A Lacanian Foundation for Critical Pedagogy.
This new book sets out from Paulo Freire's claim that the problem-posing model of education works as a “kind of psychoanalysis,” and deploys a Lacanian perspective to rearticulate the theoretical and practical principles of critical pedagogy.
A Lacanian Foundation for Critical Pedagogy is now available for purchase through Bloomsbury in hardcover, and (soon) in open access format through Bloomsbury Collections.
Earlier this year, Alex also published a new edited volume (with De Lissovoy and Bailón) titled Teaching as Radical Logic.
Starting from an engagement with the philosophical traditions of dialectics and analectics, and challenging familiar partitions between academic orientations and disciplines, this volume extends currents in critical theory to offer original analyses of the fundamental organization of capitalism and coloniality in schooling and beyond.
In addition to serving as editor, Alex also contributed a chapter to this volume (alongside Adam Martinez). Teaching as Radical Logic is available for purchase in both hardcover and e-book formats.
Conclusion
Alex is excited to share his recent research with the SIU community, but he believes that studying and learning with SIU students is the best part of the job. Alex's work has found a welcoming home at SIU, and he is eager to share that home with prospective graduate and undergraduate students who are committed to the critical study of education.