Tugba Boz, Ph.D.
I am an Assistant Professor of Instructional Design and Technology in the Department of Education, Health, and Behavior Studies at the University of North Dakota. My research examines how rural teachers learn computing including AI and engineering and integrate them into their classrooms in ways that connect to their students’ communities. A second thread examines how professional learning helps rural teachers implement and sustain these practices in their schools, and my most recent work extends both threads to preparing students to work alongside AI and automation.
Current projects
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CyberAI Innovation: Expanding Workforce Pathways into Cybersecurity and AI
This National Science Foundation project brings AI and cybersecurity into career and technical education in North Dakota. I am the principal investigator.
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AI-Powered Teacher Support System for Classroom Talk
This UND-funded proof-of-concept study develops an AI-powered system that gives rural elementary teachers a report on their questioning and feedback. I am the principal investigator.
Recent publications
- Hammack, R., Robinson, J., Gist, J., Lee, M., & Boz, T. (2026). Understanding how elementary teachers characterize science and engineering lessons and their connection to practice. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2026.2706373
- Park, H., Boz, T., Sawyer, A., & Willingham, J. C. (2026). Exploring robot programming in a geometry content course: Learning opportunities for prospective teachers. Contemporary Issues in Technology and Teacher Education, 26(1), 85–115. https://citejournal.org/volume-26/issue-1-26/mathematics/exploring-robot-programming-in-a-geometry-content-course-learning-opportunities-for-prospective-teachers/
- Inouye, M. C., Summers, R., Lee, M. J., Cabrera, L. N., Macias, M., Gist, J., Boz, T., Beard, S., & Davis, D. (2026). Learn-Modify-Implement-Reflect: Delivering formative assessment and reflecting on student learning in elementary teacher professional learning. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2026.2656142