Bio & Professional Philosophy

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Brief Biography

In my nearly 20-year career in education, I have served in the following positions: English teacher (grades 6-12), university instructor, department head of academic technology, education consultant, class dean, assistant director of college counseling, assistant director for learning and design, entrepreneur.

In all positions, I have strategized, developed, and lead program development efforts, most recently in Executive Education by building progressive virtual and in-person learning experiences in a global-focused curriculum. I have developed processes that include operations for program management, design approaches for course creation, evaluation models for data collection, and marketing strategies for open enrollment opportunities. I value community building in my work as a program leader and instructional designer, developing ways to partner with subject matter experts and all stakeholders.

My pedagogical approaches to online and in-person learning use the latest research and technologies in personalized and social learning theories, building on constructivist and connectivist approaches to education. With Universal Design for Learning (UDL) and Backward Design as foundational approaches to effective instructional design, I always engage deeply with my LMS system and external tools to enhance every learning experience for every participant.

I enjoy building programs–identifying visions, strategically planning, implementing with creativity, and evaluating every step of the way.

I have two Master’s degrees: M.Ed. in eLearning and Instructional Design from Northeastern University & M.A. in English from University of Vermont. I hold a Bachelor’s Degree in English and Textual Studies & Communications from Syracuse University.

Please inquire for a detailed CV.

Professional Philosophy

My brother had a toy clock that when you turned a knob, the hands moved round and round as music played. I used to steal it, at about age 4, bring it into my room, and just watch those hands spin as I cranked the knob. The more I wound, the longer it would play music–how? Once, I threw it on the floor to break it open, to see the inside. 

A mechanical clock is made of systems that depend on each other and put each other in motion. A force winds the clock, sparks the movement of parts, and ultimately turns the gears.

Although learning may seem linear–we learn with age–I see learning more like this winding clock–experiences, people, and circumstances wind those gears, and then, those gears work together to create knowledge. 

I have a deep appreciation for the science of learning–from how our brains work to how our learning experiences and needs differ. I have worn many hats in my career–from teacher to instructional designer to college counselor to ed tech leader to entrepreneur to higher ed innovation leader–and each role is founded in this science of learning. I believe in research-driven, engaging, and creative instruction, training, and materials for all audiences. 

Because our learning often relies on our communities and experiences, I find it important to nurture relationships. When I design and facilitate a workshop, for example, I take the time to get to know the participants, catering the curriculum to them specifically. When I lead a team, I strive to create a brave and supportive environment, seeing each member as a valuable person that deserves a seat at the table. When I work with foreign ministers around the world, I spend time learning cultural norms and deliberately identifying my own blindspots. The more we engage with each other, the more we engage with learning. 

Most of us have one “go to” moment when we think about our favorite learning environments. And, most of us can also point to an experience that was uninspiring and unproductive. We all know how difficult it is to stay engaged. In learner-centered classrooms, engagement is enhanced by active learning. Active learning focuses on student skill building and requires “that students do something—read, discuss, write—that requires higher-order thinking” (Brame, 2016), and making meaning from experience through self-reflection. 

Active learning and community building, therefore, are the foundational approaches to my work. They are the forces that wind the clock, that then turns the gears. 

Reference: Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching. Retrieved October 24, 2022 from https://cft.vanderbilt.edu/active-learning/ .