Research Interests
Jennifer Roble, Ed.D.
Assistant Professor
Dr. Roble’s research interests center on generative artificial intelligence and its implications for educators’ work and well-being. Her doctoral dissertation, “Rethinking Teacher Workload: A Phenomenological Study of Generative Artificial Intelligence and Educator Well-Being,” explored this intersection through educators’ experiences. Building on that foundation, she is interested in how schools approach emerging technologies and how their decisions shape professional practice and the human relationships essential to learning.
An emerging direction for her research is working with independent schools to examine how their language and guidance about AI align with their missions, visions, and strategic plans. She is interested in how schools can translate these institutional commitments into practical guidance for ethical, human-centered AI use. A central question is how AI might support the work of educators while preserving, and potentially strengthening, relationships within school communities. This direction reflects her broader interest in educational leadership and the ways school leaders can ground technological change in a shared sense of educational purpose.
An emerging direction for her research is working with independent schools to examine how their language and guidance about AI align with their missions, visions, and strategic plans. She is interested in how schools can translate these institutional commitments into practical guidance for ethical, human-centered AI use. A central question is how AI might support the work of educators while preserving, and potentially strengthening, relationships within school communities. This direction reflects her broader interest in educational leadership and the ways school leaders can ground technological change in a shared sense of educational purpose.