Areas of Expertise.
Program Design & Development, Teaching & Learning, Project Management.
Program Design and Development
Teaching and Learning
- Executive leader and visionary for the Parr Center for Teaching and Learning Excellence (CTLE); supports full-time and adjunct faculty in collaborative professional learning and growth to support Central Piedmont Community College students in achieving their goals. Programming and services designed to support faculty teaching in face-to-face, hybrid, and online environments. Chair of CTLE Advisory Board.
- Leads professional staff, faculty partners, and committee chairs to implement action plans focused on innovative approaches to teaching and learning, instructional design, and quality faculty learning experiences. Manages project scope, work structure, budgets, professional development, schedules, instructional design work, and resources.
- 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, Academic Affairs, and Student Affairs to assess online training and development needs for all College employees.
- Course design and development:
- Trusted as Central Piedmont's Online Learning Administrator; responsible for oversight of online learning initiatives and building awareness college-wide of the uses of technology to improve learning.
- 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 Central Piedmont 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.
- Equity, Diversity, and Inclusion:
- Working knowledge and design/development practice inclusive of WCAG 2.0 and Section 508. Central Piedmont Professional Development ‘Quality Standards for Online Learning’ process includes a mandatory checklist of web accessibility criteria to be met prior to implementation. Serves on Digital Accessibility Committee.
- Serves on lead planning team for Central Piedmont's Equity, Diversity, and Inclusion Council; responsible for Council's learning path development, work stream progression, and reporting processes to college Executive sponsors.
- Responsible for strategic planning and scaling of faculty development programming grounded in equity, diversity, and inclusion practices. Developed Central Piedmont's "Equity Mindset for Faculty" (2020) program designed to provide faculty with opportunities to engage in reflective practice and evidence-based curriculum development.
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 98/100 (strongly agree) on instructor promotes active classroom participation of students – Ashford University end-of-course survey (2015 – 2020).
- 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 – 2020). 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 grade book comments and user feedback for curriculum classes, and authentic assessments that require constructive feedback for ‘Faculty 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 – 2019). 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 Central Piedmont 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 Central Piedmont Innovation Grant for additional funding and sustainability.
- Credibility: Appointed to lead the research, planning, and implementation of Central Piedmont's first teaching center. Partnered with 25 faculty and staff members to create a vision for the Center aligned with College mission, vision, and values; research and document best practices for planning and developing a student-centered, faculty-engaged Center; prepare and present a proposal to college executive leadership using evidence-based practices for faculty and student success.