I have known Michelle since 2008. Her extensive research experiences have led Michelle to have the fullest capabilities to conduct her own research as well as guide students in their own research experiences. Since 2010, she has been co-researching with me, developing school case studies of technology integration. In these case studies, we surveyed, interviewed, and observed all students, teachers, and school leaders in 4 schools that ranged in terms of their school population SES and urbanicity characteristics. Michelle took the lead on one of these school case studies. She organized the data collection schedule, corresponded with our school contact, managed the consent procedures for parents, students, teachers, and the school leaders, engaged in data collection, analysis, and writing of the results. She developed a unique and independent research topic for her dissertation, which examined the instructional design elements and effectiveness of an online professional development experience for university faculty. She is keenly interested in seeing how strategies and approaches impact teacher learning, which in turn, impact teacher practice. She will continue to develop research that teases out these important relationships as most research in professional development only examines self-reported participant perceptions rather than long-range impact on practice. She also can follow the trajectory of: changes in university-level teacher practice to preservice teachers’ knowledge and then on to understanding the novice teachers’ practices once graduated. This trajectory and line of impact is rarely followed. Michelle has extensive teaching experience at the K-12, undergraduate, preservice, inservice, and collegiate levels. Her years of K-12 teaching experience enables understanding the real needs of schools in terms of literacy, technology integration, curricular integration, and leadership. This experience makes her teaching need-based, contemporary, and applicable. She also was a professional development leader in K-12 schools. An opportunity to teach at St. Edwards University has led Michelle to gain more experience with undergraduate pre-service teachers as well as in teaching online, as the course is online. Learning online is not a new concept to Michelle, as she completed two advanced degrees completely online. However, it is different to see how one moves from being an online learner to an online teacher. One of her core commitments in all teaching, including online, is to foster a student-centered learning environment. At the University of Texas, Michelle had countless hours working in a studio whose main mission was to support innovation and technology integration by education faculty. She understands the complexities of reaching and supporting faculty learning and change. All of Michelle’s teaching experiences essentially undergird her research interests and more specifically, her dissertation research.