Our Vision
At Lo/Be Lab, we envision a future in which all learners—regardless of background—have access to reflective tools and developmental frameworks that empower them to navigate uncertainty, construct meaning, and design lives of intention and coherence. We believe identity development, metacognition, and narrative thinking are foundational components of education, and that these elements must be made visible, scaffolded, and practiced. Through interdisciplinary research and design-based inquiry, we aim to contribute tools, theory, and insights that shape not only how learners reflect—but how learning itself is understood.
Our Journey
Lo/Be Lab emerged from a need to rethink how educational institutions support learners in navigating complexity, ambiguity, and personal growth. While much attention in higher education focuses on content mastery, less emphasis is placed on how learners construct meaning, form identity, and make decisions about their futures. Our journey began as a design-based inquiry into this gap—seeking tools that make internal reflection visible and decision-making more intentional.
Since its founding, the lab has evolved into a research platform integrating cognitive science, design theory, and learning sciences. Through iterative, participatory research, we develop frameworks, journaling practices, and visualization tools that translate developmental theory into accessible, evidence-based interventions. At its core, Lo/Be Lab aims to empower learners not just to choose a path, but to understand the values, narratives, and patterns that shape how they move through life.
Lo/Be Lab is supported by a globally diverse, interdisciplinary team of scholars, students, and collaborators with backgrounds in education, psychology, cognitive science, and design. Our members bring unique perspectives shaped by varied cultural, academic, and professional experiences, which inform our research on identity development, reflection, and learner-centered design.
The team operates through a participatory research model, where students and faculty co-create tools and knowledge through iterative cycles of inquiry, prototyping, and critical reflection. Undergraduate and graduate researchers contribute not only to data collection and analysis, but also to conceptual development, tool testing, and cross-institutional collaboration.
​
