Jared Fox

Bio

Jared Fox works at the intersection of education, data literacy, and emerging technology, with over a decade of experience designing and facilitating learning experiences for students, faculty, and educational organizations. His work focuses on helping learners make sense of complex information, leverage data and AI thoughtfully, and apply new skills in practical, real-world contexts.

Education

Jared earned his B.S. in Secondary Mathematics Education from the University of Wisconsin–Milwaukee and his M.A. in Education with a focus on Research Methods and Statistics from the University of Denver.

Professional Background

Jared currently serves as Assistant Director of Teaching and Learning Design at the University of Denver’s College of Professional Studies, where he leads faculty development initiatives and supports the integration of emerging educational technologies into course design and delivery. His work includes faculty training, learning design, AI implementation strategy, and the use of data and analytics to inform teaching and learning decisions. Previously, Jared worked as an Educational Training Specialist, delivering professional development across multiple states and implementing data visualization platforms and educational technology systems for school districts. He began his career as a high school mathematics teacher, with a focus on statistics.

Motivation for Teaching

Jared is motivated by coaching and mentoring learners as they navigate complexity, uncertainty, and rapid change. He approaches teaching as a collaborative exchange, drawing on students’ lived and professional experiences while continuously learning alongside them. This two-way learning dynamic helps students break down overwhelming concepts into manageable, real-world applications.

Helping Students Be Successful

Jared designs courses around authentic, problem-based learning and intentionally builds in opportunities for one-on-one connection with each student throughout the term. He emphasizes transferable skills, thoughtful questioning, and constructive feedback to help students apply course concepts beyond the classroom.