Selected work

Projects that show how I think, not just what I make.

These are concept and coursework projects that demonstrate my design process — applying learning theory, ADDIE, and assessment alignment to real-world scenarios. I'm excited to bring this thinking to live learning challenges.

01

Onboarding Workshop for New Instructional Designers

Concept project ADDIE Workshop design Facilitation
Problem New instructional designers often ramp up inconsistently, with no shared foundation in design process.
Approach Designed a structured workshop walking through each ADDIE phase with hands-on practice, templates, and aligned objectives.
Design rationale Grounded each phase in adult-learning principles so new designers build confidence through practice rather than lecture.
Success measures If implemented, I'd track time-to-first-deliverable, pre/post confidence self-assessments, and manager feedback at 30/60/90 days.
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02

My Future, My Fit: Instructional Materials & Assessment

Concept project Curriculum Assessment Backward design
Problem High-school students need a clear way to explore college, certification, apprenticeship, and workforce pathways.
Approach Designed instructional materials plus an aligned assessment that guide students to compare options and build a personalized post-graduation plan.
Design rationale Used backward design so every activity ties to a clear objective, with accessible, low-jargon materials suited to a teen audience.
Success measures If used in a classroom, I'd look at assessment completion, the quality of students' pathway plans, and self-reported clarity about next steps.
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03

Implementation & Evaluation Reflection

Concept project Evaluation Kirkpatrick Iteration
Problem Once a learning solution is delivered, how do you know it's actually working for learners?
Approach Built an evaluation framework examining delivery, alignment to objectives, and learner engagement, then mapped concrete revisions.
Design rationale Applied Kirkpatrick-style thinking to separate "did they like it" from "did they learn it," so revisions target real gaps.
Success measures I'd evaluate against the learning objectives using completion, assessment scores, and learner feedback to prioritize the highest-impact fixes.
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