I am Elizabeth Shay Bennett Carter, an educator, researcher, and author with training in biological sciences, chemistry, and learning technologies. My work spans classroom teaching, curriculum design, and research, with a consistent focus on helping students engage deeply with complex scientific ideas. This portfolio reflects my development as a teacher and scholar and documents the experiences that have shaped my approach to education, research, and professional practice.

My academic path began with a Bachelor of Science in Biological Science from Christian Brothers University in Memphis, Tennessee, followed by graduate coursework in the biological sciences and a Master of Chemical and Life Sciences with an emphasis in organic and biological chemistry from The University of Maryland. I also have extensive graduate course work in biomedical science as I was ABD in a previous Ph.D program. I am currently pursuing a Ph.D. in Learning Technologies at the University of North Texas (UNT). My doctoral work focuses on AI and science education, an area that aligns closely with my interest in improving student engagement and learning outcomes through thoughtful use of technology.

This portfolio includes documentation of my academic background, teaching experience, research activities, and professional development. It highlights my work in undergraduate chemistry and biology instruction, curriculum development, and scholarship at the intersection of science and educational technology. It also includes evidence of professional training and certifications, such as ACUE’s Certification in Effective College Instruction and Quality Matters training, which support my ongoing effort to improve my teaching practice.

Earlier in my career, I worked in laboratory-based research related to pharmaceutical cancer therapies, where I developed skills in experimental design, data analysis, and laboratory methodology. Over time, my interests shifted toward teaching, where I found greater purpose in translating scientific knowledge into meaningful learning experiences for students. This transition from laboratory research to education shaped my professional identity and clarified my commitment to teaching science in ways that are accessible, engaging, and grounded in evidence-based practice.

My doctoral studies at UNT represent an important stage in my professional growth. Through coursework, collaboration, and research, I have expanded my understanding of instructional design, gamification, and learning analytics. The academic environment at UNT has encouraged interdisciplinary thinking and challenged me to examine how emerging technologies can be used responsibly and effectively in education. Faculty mentorship and collaboration with peers have played a significant role in shaping my current research direction and teaching philosophy.

My scholarly interests focus on the intersection of STEM education, technology, and student engagement. My research examines how gamification can be used to support learning in chemistry and other STEM disciplines, particularly in areas that students traditionally find challenging. I have also become increasingly interested in the use of data analytics to inform instructional decisions and improve learning outcomes.

Professional Goals

My professional goals reflect my dedication to advancing education and research. I aspire to:

1. Expand the application of AI and technology to STEM education.

2. Publish research that bridges theoretical insights and practical applications in educational technology.

3. Contribute to institutional leadership by designing curricula that integrate modern pedagogical approaches and technological advancements.

The materials included in this portfolio demonstrate alignment between my experiences, research interests, and professional goals. My teaching work provides practical context for my research, while my scholarship informs my instructional decisions. Together, these experiences reflect an ongoing effort to improve STEM education through reflective practice and research.

Overall, this portfolio documents my progression from a science-focused educator to a scholar interested in how students learn and how instruction can be improved. My work is shaped by a commitment to thoughtful teaching, continuous learning, and the responsible use of technology to support student success.