Jaewoo is currently seeking his PhD in education with the Learning Environments and Educational Studies (LEEDS) program. Originally from Seongju County, South Korea, he received his BS and MS in educational technology at the Andong National University. He came to Knoxville, TN and joined EPC in 2012. We asked him to reflect on some past and current experiences. Read his responses below.
2016, Selected Best Paper at the Convergent Research Society among Humanities, Sociology, Science, and Technology’s 10th International Interdisciplinary Workshop for Development of CS Course for Improving Creativity based on CPS Model: Focusing on Image-Making
2015, Certificate of Appreciation by Bill Haslam, Governor of the State of Tennessee
2014, Certificate of Appreciation by the Consul General of the Republic of Korea in Atlanta for organizing and managing Korean Culture Show for Korean War Veterans
2013, Honorary Citizen by the City of Knoxville
- Do, J., & Yamagata-Lynch, L. C. (in press). Designing and Developing Cell Phone Application for Qualitative Research. Qualitative Inquiry.
- Yamagata-Lynch, L. C., Do, J., Deshpande, D., Skutnik, A. L., Murphy, B. K., & Garty, E. (2017). Narrative Inquiry with Activity Systems: A Story About Net Neutrality. International Journal of Qualitative Methods, 16(1), 1-11.
- Howard, C. D., & Do, J. (2017). L2 (Im) politeness in the Synchronous Chat of Elementary School Learners. Teaching English with Technology, 17, 17-45.
- Kim, J. & Do, J. (2016). Exploring the national competency standard curriculum of graduate school professors. Asia-Pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 6, 145-153. (in Korean)
- Yamagata-Lynch, L. C., Skutnik, A. L., Garty, E., & Do, J. (2016). Interactionist qualitative research as a semiotic mediation activity. SAGE Open, 6(3). doi:2158244016666889
- Kim, J., & Do, J. (2015). Analysis of Blackboard system in Korea and the United States universities. Journal of Education and Culture, 21, 27-56. (in Korean)
- Yamagata-Lynch, L. C., Do, J., Skutnik, A. L., Thompson, D. J., Stephens, A. F., & Tays, C. A. (2015). Design lessons about participatory self-directed online learning in a graduate level instructional technology course. Open Learning, 30, 178-189.
- Kim, J., Kim, Y., Heo, S., & Do, J. (2017). University life and self-development. Seoul, Korea: Academia. (in Korean)
Graduate Teaching Assistant
Instructional Training & Development
Office of Information & Technology
University of Tennessee, Knoxville
I design and deliver technology training, develop instructional materials, and provide technology consultations to faculty. Each project I have conducted has provided me an ideal learning environment for developing skills that are required for a prolific instructional designer.
I am a coffee lover. I am enjoying my doctoral student life with a coffee adventure in Knoxville. At home, I make coffee with various methods, such as using an espresso machine, Kalita, and Aeropress. Each cup of home brew deserves to be savored with my unique coffee cups. Collecting coffee cups is one of my hobbies. Another hobby of mine is searching for local coffee shops in Knoxville. You never know when you will find a hidden gem. I’ve visited all local coffee shops in Knoxville, as well as a few surrounding areas, and have enjoyed their coffees. Some of these coffee shops are perfect places for writing a paper.
Recently, I decided to start my teaching career in the U.S. At the moment, I am seeking a faculty position by working on my dissertation. In addition, I’ve designed education programs and education systems for universities and companies in Korea as an instructional technology (IT) consultant. This position has helped me to reduce the gap between IT theory and practice. I’d like to conduct both an educator’s and a practitioner’s role in the field of instructional technology.
What sold you on this program?
When I prepared for studying abroad, I searched many universities that had an IT program. To me, UT’s LEEDS program looked like a new approach to IT, and it was. The LEEDS program is a unique interdisciplinary program. LEEDS is a blend of educational psychology, instructional design, and cultural studies in education. I believed that this interdisciplinary nature will give me more opportunities to learn new topics that are unfamiliar to me but can contribute to develop my ability for future endeavors in the field. Additionally, unlike other traditional IT programs, LEEDS curriculum includes new and interesting topics of IT that provide a new approach to IT research and practice.
What would you tell an incoming student who joins the program/department?
Before I started the program, I was in the instructional technology field for 10 years as a student and an instructional designer. From those experiences, I entered this program with a tentative future research topic. This topic was “improving student’s learning skills though a quantitative approach”. But now, my dissertation topic is “understanding instructor’s course design experiences with a qualitative approach”. As you see, there is a dramatic change in my research interest. The experiences in EPC including courses, GRA, collaboration, and research experiences have helped me to expand my view on research and to find what I want to investigate as a researcher. IT in the LEEDS program has its own unique characteristics compared to IT programs at other universities. Please be open and expand your view of IT with our programs.