ideas, strategy, and learning design

Instructional Design & Curriculum

I have designed learning experiences that are clear, engaging, and build college and career readiness, leadership, and real-world success.

Instructional Design & Curriculum

I design learning experiences for my students and clients that are clear, engaging, research-based, and built for real-world application. From lessons and units to full courses, training resources, and program materials, over the last 20 years I have created practical tools that help people learn with confidence and clarity.

Design That Moves Beyond Paper and Into Practice

Strong instructional design is not just about creating materials, it's about making learning more coherent, more usable, and more meaningful for the people who will actually use it. My work bridges vision and implementation so that curriculum, training, and learning resources are thoughtful, engaging, and ready for real-world use.

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Curriculum & Course Design

I have developed lessons, units, courses, and program frameworks that are aligned, engaging, and built to support strong teaching and meaningful learning across K–12, higher education, and workforce settings.

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Training & Learning Materials

I have created facilitator guides, slide decks, participant materials, toolkits, and workshop resources that turn complex ideas into practical learning experiences for adults, students, and organizations.

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Alignment & Strategic Support

I help refine and strengthen existing materials so they are more coherent, accessible, standards-aligned, and ready for implementation, whether for a classroom, grant project, initiative, or full program.

How I Approach My Work

My design philosophy is grounded in clarity, engagement, practical application, and research-based best practices. I create materials that are not only well written, but are also accessible and relevant.

Clear and Organized

Materials should reduce confusion, not create more of it. I build resources that are structured, coherent, and easy to navigate.

Engaging and Purposeful

Learning should feel active and meaningful. I design experiences that support participation, reflection, and real understanding.

Accessible and Flexible

Good design makes room for different learners, settings, and needs while still maintaining rigor and clear expectations.

Connected to College and Career Readiness

Whether the goal is student growth, staff development, or program implementation, I design with real-world application and college and career readiness in mind.

Who I Have Designed For

Over the years, I have created instructional materials for schools, colleges, nonprofits, and organizations that need learning experiences to be both thoughtful and usable.

K–12 Schools

Lessons, units, advisory resources, college and career readiness materials, work-based learning curriculum, and differentiated instructional supports.

Higher Education

Seminar content, student success resources, faculty learning materials, college and career readiness instruction, and course development for postsecondary settings.

Organizations & Workforce Partners

Training materials, facilitator guides, onboarding resources, workshop series, toolkits, and learning content tied to leadership, workforce development, and inclusive practice.

Project Examples

Projects are always tailored to the audience, setting, and goals, but these are some of the ways I most often support instructional design and curriculum work.

Planning

Lesson & Unit Development

Clear, engaging instructional materials designed to support strong teaching, meaningful student learning, and practical classroom implementation.

Course Design

Full Course or Program Creation

Complete course or program development for in-person, hybrid, or online learning, including outcomes, pacing, assessments, resources, and learner supports.

Professional Learning

Training & Workshop Materials

Facilitator guides, slide decks, participant materials, and workshop resources built to make professional learning practical and ready to use.

Readiness

College & Career Readiness Curriculum

Student-facing materials that build employability skills, executive functioning, self-advocacy, career exploration, and future planning.

Implementation

Program Toolkits & Resources

Guides, templates, infographics, handouts, forms, and support materials that help move from ideas to consistent implementation.

Revision

Curriculum Refresh & Alignment

Updating and strengthening existing materials to improve clarity, accessibility, flow, engagement, standards alignment, and real-world usability.

What Shapes My Design Work

What shapes my instructional design work is not just professional experience, but years of learning, revising, noticing, and growing alongside real learners. Over more than 20 years in education, I have come to understand that strong learning materials are not simply well written or well organized. They have to reach people. They have to make sense in real classrooms, real programs, and real lives. They have to support the people using them, not just look good on paper.

As a classroom teacher, I have always had to design for the learner who might otherwise be missed, the student who is struggling, overwhelmed, disengaged, neurodivergent, developing language, or approaching the content from a different cultural perspective. Because of that, differentiation, accessibility, cultural awareness, and respect for different learning styles are not extras in my work. They are built in from the beginning. Universal Design for Learning is not something I tack on at the end, it is part of how I think.

That perspective has been shaped by experience across teaching, curriculum development, college and career readiness, workforce development, and adult learning. It has also been shaped by trial and error, by paying attention to what works and what falls flat, and by recognizing that engagement and clarity are deeply connected to belonging. I am still learning. I am still refining my approach, exploring new tools, and thinking carefully about how design can open doors rather than create barriers. I do this because I know that when people can see themselves in the learning, access the material, and understand what is being asked of them, they are far more likely to connect, persist, and grow.

This work reflects not just what I create, but what I have learned, what I practice, and what I continue to believe about reaching all learners.