Professional Portfolio

Building a scalable, institution-wide reporting infrastructure for an institution at risk of reaccreditation failure due to fragmented, non-standardized assessment practices Context * Institution approaching Middle States Commission of Higher Education reaccreditation review (8-year cycle, high stakes) * Required onsite evaluation and full audit of assessment reporting * Assessment practices were inconsistent, fragmented, and

Building a multi-campus library strategy that optimized staffing, reduced costs and redesigned services to better meet evolving student and institutional needs. Context * Four campus libraries and virtual services operating with limited staffing * Two full-time librarians supporting all in-person and virtual demand * Increasing reliance on virtual research support and chat-based services

Building a centralized curriculum development system with standardized processes and real-time tracking to improve speed, consistency, and collaboration across academic programs. Context * Curriculum development processes varied widely across schools and departments * No standardized workflow for proposing, developing or approving new courses and programs * Limited visibility into project status across stakeholders

Designing and implementing AI-driven workflows to streamline course development, standardize outputs, and significantly increase production speed across programs. Context * Rapid development of fully online programs across schools * High volume of courses requiring simultaneous development * New instructional design team operating without established systems or templates * Need for consistent quality across courses,

Launching a digital continuing education platform with e-commerce functionality, system integrations and cross-functional workflows to create a new institutional revenue stream. Context * Institution sought to expand continuing education (CE) as a new revenue stream * CE programs offered flexible, shorter pathways using existing course inventory * Students did not need to apply;

Building a complete instructional design operating model from scratch, including templates, playbooks, QA systems and onboarding, to scale course development across programs. Context * Instructional design function had been unable to consistently produce courses * Previous internal team had been dissolved prior to rebuilding efforts * New leadership brought in to increase production

Designing and executing a structured hiring framework to recruit and promote senior leaders aligned to institutional goals, resulting in measurable improvements in academic performance, revenue, and student outcomes. Context * Multiple critical leadership gaps across academic and operational units * Urgent need to stabilize and improve underperforming programs * Key areas impacted included:

Establishing a standing cross-functional leadership model that aligned instructional design, student support and library services to identify and resolve high-impact learning challenges. Context * Academic support functions operated largely in silos: * Instructional Design / Faculty Development (faculty-facing) * Student Support Services (student-facing) * Library (faculty and student-facing) * Limited coordination across teams addressing the same

Designing and executing a data-informed growth strategy to expand a peer tutoring program, increasing tutor capacity, student reach and academic impact. Context * Peer tutoring program had limited participation despite being a paid opportunity * Low awareness across campuses and among students * Insufficient number of tutors to meet student demand * Gaps in

Redesigning learning experiences across a fully online BSN program to improve engagement, clinical reasoning, and NCLEX readiness through authentic, aligned, and application-driven instruction. Context * Fully online BSN program preparing students for licensure * Developed 5 courses and served as program lead, overseeing ~12 additional courses * Courses relied heavily on publisher content

Building a complete instructional design operating model from scratch, including templates, playbooks, QA systems and onboarding, to scale course development across programs. Context * Instructional design function had been unable to consistently produce courses * Previous internal team had been dissolved prior to rebuilding efforts * New leadership brought in to increase production

Building and scaling an accessibility and UDL framework across an entire university, including training, policy, and course redesign aligned to WCAG and Quality Matters standards. Context * Institution lacked awareness and implementation of accessibility standards * Faculty had little to no familiarity with WCAG, UDL or accessible course design * Course design was

Designing and delivering professional learning experiences that translate instructional design, accessibility and learning strategy into practical, immediately applicable improvements in teaching and course design. Context Across K12 and higher education, educators and faculty often lacked: * Structured training in instructional design and course development * Practical strategies for accessibility, UDL, and inclusive

Redesigning a state-mandated new teacher academy and building a centralized professional learning ecosystem to support faculty across an entire district. Context * State-mandated new teacher academy required for licensure * Existing program was compliance-driven with limited impact on instructional practice * Professional development offerings across the district were fragmented, difficult to access and

Designing and teaching fully online graduate courses that model instructional design, engagement and assessment best practices for current and prospective educators. Context * Fully online graduate education courses at Saint Peter’s University * Courses focused on pedagogical methodology (modern teaching practices and technology integration) and teaching reading in K12 settings * Students