Christopher Coleman Photo
Greetings, everyone. I’m am currently in the process of restructuring and updating my webpage. Things may show up, disappear, and be broken for a while.


Professional Overview

Computing technologies have fundamentally changed society at almost every conceivable level. Unfortunately, technology progresses so rapidly that many parts of society struggle to keep pace with the changes that it brings. The combination of my educational background in computer science and my professional background in education has given me an interest in how technology is used in education, and how people adapt to the changes that it brings.

Professional Accomplishments

Over the course of my career at Louisiana Tech University, I have successfully secured over $250,000 in funding for instructional technology enhancement in the College of Education. One of my most cherished achievements is the development of a collaborative, project-based learning environment that has come to be known through a contest among students as the “ThinkTank.” The ThinkTank now serves as a showpiece for instructional technology in the College of Education. At the University level the concept was integrated into our institution’s SACSCOC quality enhancement plan with replicated classrooms coming online campus-wide into 2019.

I have also actively participated in the development of Louisiana Tech University’s implementation of the UTeach program. Initially, I was responsible for developing the branding (including the UTeachTech name) and promotional materials for the program.  I now serve as a member of the implementation team. Through this work I have become more interested in curriculum development and implementation, especially in adapting content for online instruction.

Research Interests

The development of my research agenda started during my Master’s coursework at Norwich University. Early in the program I had to choose a topic for a capstone research project similar to a thesis. Due in part to the influence of my colleagues in social sciences, I initially explored developing a behavior-based risk assessment method. When I found that research in this area was lacking, I then focused my research specifically on the influence of personality on information security behavior. It was this endeavor that introduced me to concepts in organizational psychology and human-computer interaction. Pursuit of this research not only cemented my goal of a Ph.D., but also gave me the confidence needed to make academic contributions to the University.

Today, all my interests are tied together by a common interest in advancing education. In the traditional classroom, I am interested in how emerging technology can better serve students and teachers. In non-traditional learning, I am interested in how technology can make a college education more accessible and affordable through distance learning and massively open online courses. In all areas, I am curious how to make technology-based learning “people friendly,” and am particularly interested in how to accommodate individuals with special needs. Keeping with my academic roots, I am also interested in how to improve computer science education and how learning technologies can enhance information security literacy.

Discovering the Learning Technologies Ph.D. program, with its distance-delivered option, at the University of North Texas, was discovering the key to my educational future. The program will build upon my technical foundations while providing me with the formal background in education and cognition that I require to be successful as a researcher and practitioner in learning technology. Most importantly, it will enable me to pursue a terminal degree, aligned with my areas of interest, without requiring that I give up employment or leave a supportive community of researchers and educators.

Selected Publications

Coleman, C.D. (2017). An exploratory analysis of WCAG 2.0 conformance in higher education websites. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 276-280). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Coleman, C.D. & Austin, W. (2017). MOOCs and the digital divide: Why mass online learning may not improve educational attainment for those who need it most. Paper presented at The University of North Texas 2017 Research Exchange Conference. Denton, TX: University of North Texas (UNT).

Selected Presentations

Coleman, C.D. (2015, December 9) Building a technology enhanced active learning classroom – lessons learned. Presented at the Louisiana Association of Computer Using Educators 2015 Conference, New Orleans, LA.

Livingston, M.M., Coleman, C.D., Boyraz, B., & Hindman, M.L. (2017, March) A qualitative investigation of concerns regarding types of online distance counseling. Poster session presented at the 2017 American Counseling Association Conference and Exposition, San Franciso, California, USA.

Livingston, M.M., Boyraz, G., Coleman, C.D., & Hindman, M.L. (2016 August) Self-stigma in face-to-face and online counseling: demographic differences. Poster session presented at the 2016 American Psychological Association annual conference, Denver, Colorado, USA.

Livingston, M.M., Hindman, M., & Coleman, C.D. (2016, April 2) Willingness to participate in online counseling and computer security concerns. Poster presented at the 2016 American Counseling Association Conference and Exposition, Montréal, QC, Canada.

Livingston, M.M., Coleman, C.D., Boyraz, G., Hindman, M., & Tobacyk, J. (2016, April 1) Self stigma towards counseling: Internet online and office settings. Poster presented at the 2016 Southeastern Psychological Association annual conference, New Orleans, Louisiana, USA.

Coleman, C.D. & Livingston, M.M., (2015, June 12) Relationship between HEXACO personality factors and the endorsement of information security behavior. Poster presented at the annual meeting of the Louisiana Psychological Association, Metairie, LA, USA.


Coleman, C.D. Remote printing system expansion. 2017 – 18 Louisiana Tech University Student Technology Fee Board Grant. Funded at $30,785.

Coleman, C.D. Campus security video integration and expansion. 2017 – 18 Louisiana Tech University Student Technology Fee Board Grant. Funded at $58,622.

Coleman, C.D., Lantz, M. Technology enhancements for the Psychological Services Clinic. 2016 – 17 Louisiana Tech University Student Technology Fee Board Grant. Funded at $46,751.

Coleman, C.D., Enhancements for Research and Student Technology in the Department of Kinesiology. 2016 – 17 Louisiana Tech University Student Technology Fee Board Grant. Funded at $17,178.

Coleman, C.D., Virtual Desktop Environment Supporting Student Research. 2015 ¬– 16 Louisiana Tech University Student Technology Fee Board Grant. Funded at $3,510.

Coleman, C.D., Kinesiology Instructional Enhancement. 2015 – 2016 Louisiana Tech University Student Technology Fee Board Grant. Funded at $85,970.

Coleman, C.D., Creating a Student Resource, Research, and Collaboration Center for the College of Education. 2014 – 2015 Louisiana Tech University Student Technology Fee Board Grant. Funded at $50,532.

Coleman, C.D. & Schillinger, D. College of Education Classroom Technology Enhancement. 2013 – 2014 Louisiana Tech University Student Technology Fee Board Grant. Funded at $70,875.

Coleman, C.D. & Schillinger, D. College of Education Classroom Technology Enhancement. 2012 – 2013 Louisiana Tech University Student Technology Fee Board Grant. Funded at $43,915.

Coleman, C.D. & Schillinger, D., College of Education Classroom Technology Enhancement. 2011 – 2012 Louisiana Tech University Student Technology Fee Board Grant. Funded at $64,602.

Selected Projects

ThinkTank filled with students
The ThinkTank
The ThinkTank is a technology-enhanced active-learning (TEAL) environment in the Louisiana Tech University College of Education inspired by the SCALE-UP and TEAL classrooms originating at North Carolina State University and the Massachusetts Institute of Technology. The concept at Louisiana Tech innovates on this concept by providing each group pod with a multi-user, multi-touch display that can facilitate interactivity not only using personal devices, but at the display itself. Moreover, the room was designed for multiple use cases and included modular furniture that can be rearranged to fit instructional needs. Originally conceived as a group collaboration space, the room has come to be used heavily for STEM teacher preparation (UTeachTech) and instructional technology courses.
Article link
IVS VALT in use
Clinical Video Observation and Feedback System
This project was launched in response to the needs of Louisiana Tech’s Counseling Psychology Doctoral Program. American Psychological Association (APA) requirements mandate that student clinicians be supervised. In our environment video recordings have long been used to provide such supervision; however, previous systems were based on repurposed security video recorders and were difficult to use for monitoring and feedback. After looking at several alternatives, the video system was replaced with the video audio learning tool (VALT) system developed by Intelligent Video Solutions to meet the needs of clinical training environments. This system allows user-friendly recording and review of clinical sessions and supports the use of metadata to make commentary and provide feedback on recorded session. This system inspired my article on best practices in video-based supervision and feedback.
Learn more about VALT

Selected Creative Works

latechcrrc.org screenshot
Clinical Residency Research Institute Website
This project was undertaken as an exercise in meeting two needs with one effort. The initial need arose when the Clinical Residency Research Center in the College of Education launched a first version of the site using Weebly. This site required some enhancement, so I was given the task. The redesigned site was also used a design project for CECS 5110. Though I am no longer actively involved in the maintenance of the site, it continues to be used by the CRRC as its primary website.
Visit http://www.latechcrrc.org
cdcoleman.com screenshot
Personal Website and Online Portfolio
This was undertaken as the fourth version of my personal website, specifically with the intent of converting it into a portfolio to meet the requirements of the University of North Texas Department of Learning Technologies requirements for the Doctor of Philosophy program. This particular version of the site is built on the WordPress content management system, and utilizes a customized theme.
Read more
Monster in the Library screenshot
Monster in the Library
An interactive story, Monster in the Library was developed as a project for LTEC 6210. The story follows a young boy named Frankie who is tasked with helping to solve the mysterious ransacking of his school library. During the course of the story, the reader is allowed to make decisions that affect the outcome and must complete instructional tasks that promote information and library literacy.
Play the game