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Scaling Instructional Design Through Workshops & Faculty Development

Scaling Instructional Design Through Workshops & Faculty Development
Collaborative workshop where educators apply instructional design strategies to real courses through hands-on brainstorming and problem-solving.

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 teaching
  • Clear frameworks for aligning learning objectives, instruction and assessment
  • Support in integrating technology into meaningful learning experiences

To address these gaps, I designed and facilitated 60+ workshops, courses and professional development sessions across institutions, conferences and academic programs.

My Role

As a learning and instructional design leader, I designed and delivered professional learning experiences across institutions, including universities, K12 systems and conference settings, to:

  • Translate instructional design principles into actionable teaching strategies
  • Support educators in improving real courses and learning experiences
  • Build capacity across faculty, instructional designers, and academic leaders
  • Scale effective practices across departments and institutions

Approach

1. Designing for Immediate Application

All sessions were structured around real, in-progress work to ensure immediate relevance and application. Participants worked directly in their own courses or materials, applied concepts in real time and left with tangible, fully implemented improvements.

2. Grounding Learning in Real Problems

Workshops were designed around authentic instructional challenges, including misaligned assessments and learning objectives, ineffective or inaccessible course design and over-reliance on tools without pedagogical purpose. This ensured relevance and increased adoption.

3. Translating Frameworks into Practice

I translated established frameworks into usable, practical strategies, including Backward Design and alignment, Universal Design for Learning (UDL) and accessibility (WCAG, Quality Matters), authentic assessment and project-based learning, guided inquiry and technology-enhanced instruction.

4. Leveraging Leadership for Scale

To increase impact, I often engaged academic leaders first, enabling them to reinforce expectations within their programs, support faculty adoption and scale practices across departments.

Workshops, Teaching & Facilitation (Selected Highlights)

Conference Presentations & External Engagement

  • Presenter, Quality Matters Northeast Conference
  • Presenter, Garden State Google Summit
  • Presenter, Rutgers PBL Summit

Topics included accessibility, UDL, instructional design, authentic assessment and technology integration.

Institutional Workshops & Faculty Development

Delivered across institutions including Saint Peter’s University, Berkeley College and partner schools:

  • Backward Design and curriculum development
  • Accessibility, UDL and inclusive course design
  • Instructional design and assessment alignment
  • LMS optimization (Canvas, Blackboard, Moodle, Google Classroom)
  • Technology-enhanced teaching strategies

Course Instruction (Higher Education)

Designed and taught fully online graduate courses (5–16 weeks), modeling best practices in:

  • Online course design
  • Engagement and interaction
  • Assessment alignment

Teaching Approach

My facilitation style is:

  • Hands-on and applied: participants build and revise real materials
  • Problem-centered: focused on actual instructional challenges
  • Immediately actionable: improvements are made during the session
  • System-aware: connects course-level decisions to program and institutional goals

Scale & Reach

  • 60+ workshops, courses, and training sessions delivered
  • Audiences included:
    • K12 educators
    • Higher education faculty
    • Instructional designers
    • Academic leaders
  • Delivered across:
    • Universities
    • Conferences
    • Professional development programs

Impact

  • Improved course design quality and consistency across programs
  • Increased adoption of accessibility and UDL practices
  • Strengthened alignment between learning objectives, instruction and assessment
  • Built faculty confidence and capability in instructional design and technology
  • Established repeatable professional development models within institutions

Tools & Capabilities Demonstrated

Instructional design training and facilitation
Faculty development and coaching
Workshop design and delivery at scale
Accessibility and UDL implementation
Thought leadership in learning and pedagogy