Areas of Expertise.
Instructional Design & Development, Teaching & Learning, Project Management.
Program Design and Development
Teaching and Learning
- Leadership: Leadership and management of Employee Online Learning (EOL) and faculty development team including developers, technical specialists, and graduate level intern instructional designers. Implements action plans, manages project scope, work structure, professional development, schedules, instructional design work, and resources, while providing a mentorship to their goals in the profession of instructional design in higher education or corporate training.
- Needs assessment and analysis: Creation and implementation of Central Piedmont's Professional Development online course design/development/improvement process which includes client/stakeholder consultations, reviews, and cross-functional relationships with Human Resources, the Learning Unit, and the Enrollment and Student Services unit to assess online training and development needs for all College employees. Co-chair of Professional Development Employee Learning Advisory Board.
- Course design and development: Incorporates appropriate learning approach, technology integration solutions, and stakeholder needs to design and develop self-paced, blended, instructor-led, and distance education learning opportunities with the ability to visualize instructional graphics, user interface, and interactions.
- Evaluation: Creation and implementation of CPCC Professional Development ‘Quality Standards for Employee Online Learning’ process based on research from Quality Matters© and the Association for Talent Development©. Process includes peer review, employee pilot groups, data interpretation, and a continuous improvement model.
- Multi-media development: Instructional development of multi-media used to enhance the learning environment and build learner motivation. Includes audio, video, images, animations, and interactive course assets.
- Accessibility and inclusiveness: Working knowledge and design/development practice inclusive of WCAG 2.0 and Section 508. CPCC Professional Development ‘Quality Standards for Employee Online Learning’ process includes a mandatory checklist of web accessibility criteria to be met prior to implementation. Serves on Digital Accessibility Committee.
Teaching and Learning
- Student engagement: Alignment of learning activities delivered with various methodologies to support course outcomes and learner needs. Encouragement of students and student work to build motivation and a positive learning environment. Average percent of 97/100 (strongly agree) on instructor promotes active classroom participation of students – Ashford University end-of-course survey (2015 – 2018).
- Presentation delivery: Incorporates appropriate learning approach, instructional strategies, teaching modality, and best practices for instructional delivery. Average percent of 100/100 (strongly agree) on instructor fosters critical thinking throughout the course – Ashford University end-of-course survey (2015 – 2018). Average score of 4.9/5.00 on the science of teaching on the use of different instructional strategies - CPCC Student Opinion Surveys (2013, 2014, 2018).
- Presentation support: Development and use of appropriate and quality visual aids to illustrate and strengthen key points of presentation. Incorporates digital storytelling in course design and presentations, best practices for educational use of video, and meaningful materials for the audience to take away. Constant evaluation of multimedia and contiguity principles of Instructional Design to ensure quality for student learning.
- Authentic and constructive feedback: Contributing to student academic success by incorporating tangible feedback that empowers students to adjust (or maintain) academic performance. Accomplished by the integration of LMS gradebook comments and user feedback for curriculum classes, and authentic assessments that require constructive feedback for ‘Employee Online Learning’ courses. Average percent of 90/100 (strongly agree) on instructor's feedback aligns with her/his communicated expectations in a timely manner – Ashford University end-of-course survey (2015 – 2018). Average score of 4.73/5.00 on the business of teaching on items examining classroom management behaviors, specifically “Provides regular feedback on student progress” - CPCC Student Opinion Surveys (2013 and 2014).
- Creativity: Creation, design, development, and implementation of the CPCC Professional Development Instructional Design (PD/ID) Internship Program. Objective includes the examination of the initiation, planning, and closure of instructional development projects that may be requested by any department College-wide while simultaneously meeting the need for relevant and real experience (professional and academic) of up-and-coming instructional designers. Program received 2015 League for Innovation in the Community College Award (Innovation of the Year) and 2015 CPCC Innovation Grant for additional funding and sustainability.
- Credibility: Trusted and supported as Associate Director to manage key institutional initiative by Learning Unit administration (Vice-President for Learning and Workforce Development, Associate Vice-President for Learning and Workforce Development, and Dean of Professional Development/eLearning) with focus on the alignment of General Education, General Education Assessment, and Core Competencies for CPCC, now rebranded as the CRITICAL CORE Initiative. Tolerance for ambiguity, flexible management style, and effective communication are key skills for project success. Project scope includes developing a clear vision, timeline, and budget for key stakeholders, managing and coordinating leadership work efforts, planning and organizing committee work, and ensuring final recommendations are conveyed inclusive of stakeholder objectives, leadership/committee outcomes, and College vision and mission.