EDUCATION
| Ph.D. | Instructional Leadership with a Instructional Technology Concentration | The University of Alabama |
| M.S. | Interactive Technology | The University of Alabama |
| M.A. | Journalism and Public Relations | The Ohio State University |
| B.A. | English | Clarion University of Pennsylvania |
AWARDS AND HONORS
| Year | Award |
|---|---|
| 2024 | Presidential Designation, Using AI Assistants Ethically for Inclusive Course Design, AECT Convention |
| 2023 | W. Ross Palmer Service to Students Award, The University of Alabama |
AREAS OF EXPERTISE
Instructional Design
Technology
RESEARCH INTERESTS
Generative AI & Instructional Design
Generative AI & Curriculum Development
Student Engagement
Teaching Presence in Online Asynchronous Courses
HIGHLIGHTED PUBLICATIONS
- McNeill, L., Uddin, M., & Pei, V. (July 2025). Employing Generative AI to Streamline and Improve Instructional Design Workflows. Journal of Applied Instructional Design.
- McNeill, L. (August 2024). Micro Investment, Big Reward: Leveraging Microlearning for Engagement and Student Success. Handbook of Research in Online Learning. Brill Publishing.
- Moon, J., McNeill, L., Edmonds, C., Noroozi, O., & Kazem, S. (2024). Unpacking Peer Learning Dynamics of Asynchronous Online Discussion in a Gamified Business Education Course.International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-024-00476-z
- McNeill, L. & Bushaala, S. (2023). Meaningful Connection in Virtual Classrooms: Graduate Students’ Perspectives on Effective Instructor Presence in Blended Courses. Frontiers in Education. DOI: https://doi.org/10.3389/feduc.2023.1271245
- McNeill, L. & Fisk, D. (2022). Microlearning through the Lens of Gagne’s Nine Events of Instruction: A Qualitative Study. Tech Trends. https://doi.org/10.1007/s11528-022-00805-x
PROFESSIONAL MEMBERSHIPS / ACTIVITIES
- AECT Conference Proposal Reviewer
- IICE/IAFOR International Conference Session Chair
- IICE/IAFOR International Conference Senior Reviewer
- AERA Conference Proposal Reviewer
BIOGRAPHY
Laura McNeill, Ph.D., is an assistant professor at the University of Alabama in the College of Education, Department of Educational Leadership, Policy, and Technology. She also serves as an instructional consultant for the University of Alabama’s Teaching Academy.
Previously, Dr. McNeill served as a senior instructional designer at Regions Bank, Ascension Healthcare, the University of Alabama at Birmingham, Texas A&M’s School of Law, and the University of Alabama. She is currently an instructional design consultant for the Jefferson County Department of Health.
Dr. McNeill’s research interests include generative AI and instructional design, generative AI and curriculum development, teaching presence and student engagement in online, asynchronous courses. Dr. McNeill teaches a range of graduate courses, including Generative AI and Instructional Design, 3rd Party Tools, Instructional Technology Design, Online Teaching and Learning, and Project Management.
Teaching Philosophy
A Collaborative and Engaging Approach to Instructional Technology
As an assistant professor of instructional technology, Dr. McNeill centers her teaching philosophy on fostering a collaborative and engaging learning environment. She believes that effective learning occurs when students actively participate in the educational process and have opportunities to apply their knowledge in authentic contexts.
Her approach to teaching is informed by her experience in the field of instructional design, her research on generative AI and instructional design, and her research on student engagement and teaching presence in online courses. She also leverages generative AI tools and technology to enhance the learning experience and to prepare students for a career in professional instructional design and technology.
Key components of her teaching philosophy include:
• Interactive Learning: She prioritizes interactive activities and hands-on experiences to promote student engagement and critical thinking.
• Authentic Assessments: She uses authentic assessments that reflect real-world scenarios to help students apply their knowledge and skills.
• Collaborative Learning: She fosters a collaborative learning environment where students work together to solve problems and share their perspectives.
• Leveraging Technology: She utilizes technology tools and AI to enhance teaching and learning, and she equips students with the skills to use these tools effectively.
• Theoretical Foundation: She draws upon instructional design theories, models, and best practices to guide her teaching and ensure that students receive high-quality instruction.
By combining these elements, Dr. McNeill aims to create a dynamic and meaningful learning experience that empowers students to become skilled and innovative instructional technologists.