Experience
The settings have changed: classrooms, faculty support, LMS work, curriculum projects, STEM programs, and learning operations. The shape of the work has been surprisingly consistent. Something complex needs to become teachable, usable, and maintainable for the people living with it every day.
One of the harder parts of curriculum change is that the idea can sound clean while the actual course work is anything but. My role has included helping deconstruct curriculum, align competencies, prioritize development work, and keep the transition connected to what programs and learners actually need.
I have led instructional design work across large course portfolios and managed Agile team rhythms for designers and stakeholders. The point is not process for its own sake. The point is making sure quality, decisions, timelines, and human attention can all stay in the room at the same time.
I have worked inside Blackboard, D2L Brightspace, Canvas, Codio, and other learning tools from both the support side and the design side. That has included platform migration, faculty training, tool evaluation, accessibility review, and the quiet work of making the system less confusing than it was yesterday.
Live training matters, but people also need something useful after the meeting ends. I have built self-paced teaching certification work, internal training sites, support resources, and guidance for faculty, staff, students, and educators who needed a clearer path through online teaching and learning systems.
Before much of my current systems work, I taught young learners and adults, directed tutoring-program work, managed STEM education programming, and led education services operations. That earlier work still matters. It keeps me honest about what happens when a design meets a teacher, a learner, a schedule, and a room full of real constraints.
Good learning work is not just content. It is structure, timing, trust, usability, and support. I tend to notice the places where those pieces stop lining up, then build ways to make the work visible enough to fix.
My toolkit includes instructional design, curriculum development, LMS-supported delivery, accessibility, documentation, stakeholder coordination, and a careful use of AI where it helps people think, review, organize, or find patterns.
My formal education includes a master's in Educational Technology and a bachelor's in English. I am also a QM Peer Reviewer and hold a Digital Accessibility certification.