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College of Education doctoral student develops a GPS for higher ed learners

Class of 2025: Daniel Clark used his technology learning platform to help students make education a journey, not a checklist

A man sits smiling in a classroom.
Daniel Clark, who is graduating with his doctorate in educational leadership, used his technology learning platform to help students make education a journey, not a checklist. (DePaul University/Aubreonna Chamberlain)

Daniel Clark, College of Education
Degree: Doctorate in Educational Leadership
Hometown: Chicago, IL

Why did you choose DePaul?

My story at DePaul begins early — really early. I'm a first-generation college graduate. My father, Joe Clark, worked in Public Safety at DePaul and through him, I saw the Vincentian mission lived out long before I ever stepped into the classroom. He was a recipient of the Spirit of DePaul award and modeled humility, care and purpose. Although he passed away 10 years ago, his example still guides me.

What set you on your path?

I entered DePaul with a curiosity and a question: “Why do we do the things we do?” So, I engaged in academic fields to help me answer that question. I earned my bachelor’s in biology and psychology, and then a master’s in economics and policy analysis, before pursuing my doctorate in educational leadership. This led me to an expansion of my knowledge, rather than a pivot. I never saw myself changing directions. I always saw myself growing, incorporating and synthesizing everything along the way.

You teach in the Driehaus College of Business. How do you connect your teaching with DePaul’s Vincentian mission?

I worked full time throughout my doctoral journey in both the private and academic sectors, in addition to teaching. Balancing full-time work with my studies wasn't just a logistical challenge: It urged me to bring flexibility, empathy, and ultimately respect for the realities my students lived every day. I think that profoundly resonates with St. Vincent and his question, ‘What must be done?’ and how we can support others.

You developed a technology learning platform, Navigating Knowledge. Tell us how you came up with it.

I’ve taken classes in a lot of different fields. There were moments when I felt completely lost. In one particular graduate economics course I was challenged and frustrated. A part of me was also curious. Why do I feel lost? It's the cognitive neuroscientist in me asking what's happening in my brain. I usually feel lost in the physical world when I don't know where I am in relation to the objects around me. But why do I have this feeling in the classroom? And then I started to think, well, in the real world, we have maps and GPS, and that's how we navigate and get around. Why don't I have a similar solution, a similar technology, to navigate in the classroom environment? And that question led me to build Navigating Knowledge.

How do you use Navigating Knowledge in the classroom and for your doctoral research?

The platform centers around a globe representing all academic knowledge. I allocated real estate to each academic field, and you can zoom in and zoom out. For every class that I teach, I give students the path on Navigating Knowledge that we will be learning. I highlight in the beginning of a class the concepts that we'll cover, and the story that I'm going to tell based off those concepts. Rather than relying on PowerPoint presentations, I leveraged a map as a guide. Students have this contextual understanding of what we are learning that day in relationship to the academic knowledge itself.

The research for my doctorate was a combination of my experience building educational technology, teaching in the classroom and seeing how over 10 years those evolved. And what made my research quite unique is that it was grounded in theory and driven by classroom practice. I used a qualitative research method and focused on instructional decision-making behaviors. I was really curious how my behaviors changed over time.

What is next for Navigating Knowledge and for you?

With the way that technology is advancing, education must move beyond a one-size-fits-all model. The future lies in blending not only the teaching strategies, but also the technologies that promote student autonomy, connection, and a sense of belonging. With Navigating Knowledge, I see exploring and learning as almost the same thing. They both require curiosity, agency and space.

As I graduate, I’m thrilled to share it with the world. If you’re a student, educator, or lifelong learner and think it could benefit you or your community, I invite you to explore, learn, and connect!

Meet more of the Class of 2025 here.