Learner-First Philosophy

Every project begins with the learner. Before writing a single objective, I listen—to students, instructors, and stakeholders—to understand their needs, motivations, and challenges. My doctoral research on Universal Design for Learning (UDL) taught me the importance of designing with flexibility from the start, not as an afterthought. I create pathways for engagement that honor diverse learning preferences and abilities, ensuring that all participants feel seen and supported.​

​Collaboration and Agile Development

A Commitment to Lifelong Learning

Innovation and Technology Integration

Accessibility as a Design Mindset

Evidence-Based Design

Continuous Improvement Through Data

I follow structured frameworks such as ADDIE and SAM, but I approach them as living models rather than rigid checklists. I align outcomes, content, and assessments through Bloom’s Taxonomy, guiding learners from foundational understanding toward analysis, application, and reflection. I also use Kirkpatrick’s Four Levels of Evaluation to measure impact—because meaningful learning doesn’t stop at the completion certificate; it shows up in behavior, confidence, and performance.

Accessibility is not a compliance requirement to me—it’s a design value. At Blue Origin, I led the creation of an accessibility checklist, template library, and style guide that improved consistency and WCAG compliance across all company wide training. I build courses that integrate screen reader navigation, color contrast standards, alt-text, and captioning from the earliest design phase. Inclusive design isn’t just the right thing to do—it makes content better for everyone.

I love exploring new tools that make learning more engaging and efficient. Whether developing interactive modules in Articulate Storyline and Rise 360, editing media in Camtasia and Adobe Creative Suite, or leveraging AI-driven tools for writing, translation, and image generation, I use technology to save time and expand creativity. My integration of AI into content development reduced costs by 25% while improving accessibility and learner satisfaction—proof that innovation and inclusion can coexist beautifully.

Instructional design is a team sport. I work side-by-side with subject matter experts, faculty, and stakeholders through Agile development cycles, creating space for iteration and feedback. I’ve learned that great design happens when people feel ownership and clarity throughout the process. I bring structure and warmth to collaboration—keeping projects on track without losing the human connection that makes teamwork rewarding.

Evaluation and reflection are central to my approach. I regularly review learner analytics, completion data, and feedback surveys to refine learning experiences. This cycle of data-driven improvement has resulted in measurable gains: faster completion times, stronger engagement, and consistently high satisfaction scores. Each revision is an opportunity to learn alongside my learners.

Beyond my daily work, I stay connected to the field through organizations like The Learning Guild and NACADA, and through presenting at conferences on topics such as AI for Accessibility and Inclusive Online Learning. My published research on faculty attitudes toward UDL continues to shape how I design and teach. I believe in modeling curiosity—because the best educators are, above all, lifelong learners.

Instructional design, for me, is a balance of art, science, and empathy. It’s about crafting experiences that are not only functional but transformational—where learners feel supported, challenged, and inspired to grow. Whether developing onboarding programs for aerospace engineers or coordinating experiential learning for graduate students, my goal remains constant: to design learning that empowers people to do their best work and to see their potential fully realized.