Joslyn Aubin

I have been an educator since 1996—which means I’ve worked with students through two genuinely transformative moments in education: the rise of smartphones and social media, and now the arrival of AI. The current moment, with AI tools that can do a remarkable amount of what schools ask students to do, is the most significant shift I’ve seen.

After getting my undergraduate degree in education summa cum laude from Boston University, I earned a Master’s in Teaching from Columbia University’s Teachers College. I spent the next ten years teaching—first in a public school in the Bronx, NY and then in an independent school in Hartford, CT. I loved my time in the classroom, but when I was ready for a new challenge, I went back to school for a post-Master’s certificate in Educational Therapy. In 2006 I began working with students one-on-one in my private practice, and started the rigorous process of becoming board certified by the Association of Educational Therapists.

Recently, mathematics has become an increasingly central part of my practice. I have seen first-hand what pandemic learning loss in math has done to kids trying to build on weak foundations. I refreshed my knowledge of calculus so I could continue working with students through their most advanced high school math.

I’ve also spent the last three years thinking carefully about AI and what it means for learning. I use these tools myself; I work with students on how to use them well; and I have a clear point of view on the difference between AI that builds capability and AI that substitutes for it.

I live in the greater Hartford area with my wife and Poko the wonder dog. We raised four kids in our blended family and now we’re enjoying watching them make their way in the world as young adults. In the winter, I’m a volunteer ski patroller, and when the mountain is closed, I play a consistently unreliable game of pickleball.