Instructional Design

I develop every session, module, and program in conversation with the goals of the organization, the department or team, and the learners themselves. Grounded in evidence-based best practices and universal design, my work is further informed by principles of critical, feminist, anti-racist pedagogies. I seek to continually improve my curricular design and enhance learning by engaging in formative and summative assessment. See Facilitation & Teaching for related information and examples.

Office for Equity, Diversity, and Inclusion - Professional Development Canvas course: Tacoma community College

In my role as the Professional Development Coordinator, I developed, published, and promoted an internal Canvas course to serve as the platform for synchronous and asynchronous staff training opportunities and resources. Particularly in the wake of COVID-19 and the move to 100% remote work, this project addressed rapidly changing employee learning needs and is designed to continue improving and expanding in response to emerging concerns and training requirements.

Zotero Workshop: Reed College

As a member of the library’s research services team, I provided specialized individual support for students, faculty, and researchers using Zotero’s citation management program. This workshop provided a hands-on, interactive introduction to the software for all interested students and staff across different disciplines. Participants were also provided with a one-page print guide to refer to during and after the session.

Critical media analysis and evaluation: University of Alaska Southeast Communications curriculum

In the aftermath of the 2016 US presidential election, the problem of “fake news” became a priority issue to address in higher education and information literacy instruction in particular. I collaborated with Professor Rosemarie Alexander to develop workshops for several COMM courses at the University of Alaska Southeast focused on exploring the media and news ecosystem and building students’ fact-checking skills while delving more deeply into the psychology of belief and trust.

Professional Development Day, Spring 2021: Tacoma Community College

On April 23rd, 2021, TCC staff and faculty participated in the annual spring Professional Development Day. This year’s theme was “anti-racism is everyone’s work, every day,” featuring a keynote address from Jahmad Canley and interactive sessions with TCC’s Equity, Diversity, and Inclusion Fellows. In my role, I developed the theme and learning outcomes, consulted with speakers on session content and design, managed the logistics surrounding the fully online event, facilitated the community conversation that served as the conclusion to the day, and collected and analyzed participant feedback.

Information Literacy Framework and Learning Outcomes: University of Alaska Southeast

As Information Literacy Librarian at the University of Alaska Southeast, I developed learning outcomes for our library instruction program, aligned with the ACRL Framework for Information Literacy for Higher Education and in preparation for the university’s accreditation review. The final document resulted from structured conversations with UAS faculty librarians and teaching faculty as well as research into similar outcome development processes at a variety of institutions.

COLL 101 College Success: Cascadia College

In my role as the College 101 library instruction coordinator for Cascadia College, I liaised between teaching faculty and collaborating librarians to identify opportunities for improvement in the existing information literacy (IL) curriculum. After a year-long process gathering feedback and artifacts from multiple course sections, I partnered with faculty leaders and librarians to develop a hybrid version of the IL module, including a new video orientation and online activity for students to submit in advance. Librarians and faculty were then able to incorporate more active learning and critical discussion into their IL workshops, improving student learning outcomes and the librarian/faculty experience.

How To Use the PARC during a Pandemic: Reed College

In response to rapidly changing policies and procedures in the wake of COVID-19, I produced a short instructional video detailing the Performing Arts Resource Center’s updated resources and services. Directed at current/new students, faculty, and staff, this video distilled a variety of complex changes into four simple steps and was posted online as well as shared via physical screens located in the Performing Arts Building.

LS 110 and LS 111: University of Alaska Southeast

LS 110 Library Resources and Information Literacy and LS 111 Library Information Literacy for E-Learners are elective, credit-bearing courses at the University of Alaska Southeast, the former offered in-person and the latter asynchronously online. Each explores effective search strategies, ethical source use, and information evaluation. I significantly overhauled both courses to integrate a critical pedagogical approach and incorporate key themes from the ACRL Framework, particularly issues of social justice and information access, data mining and privacy, and the rights and responsibilities of knowledge creators.