Projects

Leadership & Program Management

Although my current title is Senior Instructional Designer, most of my work operates at the program and systems level. I often act as a program lead, owning end-to-end roadmaps, aligning stakeholders, and building designs that scale across courses, programs, and campuses.

Explore my work below

1. New Graduate Health Sciences Programs – End-to-End LMS Setup

Led the program-level LMS architecture for 5+ new graduate health sciences programs, building a scalable, accreditation-ready framework across 50–80 courses per program.

At a glance

  • Role: Senior Instructional Designer · Program Lead

  • Scope: 5+ programs · ~50–80 courses each

  • Modalities: Hybrid · Asynchronous · Clinical

  • Timeline: Multi-year rollout (≈ 1+ year per program)

Program Operations Highlights 

  • Coordinated end-to-end curriculum setup for 5+ new graduate health sciences programs, each spanning 50–80 courses over multiple academic years

  • Partnered with program directors, faculty, and academic leadership to support simultaneous program launches and curriculum transitions

  • Managed accreditation-related requirements, documentation readiness, and course consistency across programs

  • Served as a primary point of contact for faculty onboarding, course setup questions, and troubleshooting during rollout

  • Established scalable standards that supported long-term maintenance, updates, and future program growth

The problem

Multiple new graduate programs were launching simultaneously, each requiring dozens of courses built from scratch—without shared design standards—while meeting strict and evolving accreditation requirements.

What I built

  • Program-level Canvas templates/blueprints for consistent structure and navigation

  • Standardized module and assessment patterns usable across modalities

  • Outcomes mapping from program → course → module → assessment

  • Accessibility-first designs embedded directly into templates

  • Faculty onboarding guides and training to support long-term sustainability

Impact

  • Programs launched on time and ready for accreditation milestones

  • Consistent learner experience across hundreds of courses

  • Framework adopted to modernize existing programs

  • Faster faculty onboarding with reduced reliance on 1:1 ID support

  • Reduced operational risk during concurrent program launches by centralizing structure, documentation, and faculty support

Operational & Program Decisions

  • Choose program-level templates over course-by-course builds to ensure scale and accreditation consistency

  • Designed modality-agnostic structures so hybrid, async, and clinical courses could share one framework

2. AI Prompting Strategies: Generative AI–Powered Assistant

Designed a reusable, policy-aligned AI prompting module adopted in 50+ medical and health sciences courses across four campuses.

At a glance

  • Role: Senior Instructional Designer · Project Lead

  • Audience: Medical & health sciences students

  • Scope: 1 drop-in module · 50+ courses

  • Timeline: Designed in 1 semester; scaled over 1+ year

Program Operations Highlights 

  • Coordinated rollout of a shared AI learning module across 50+ courses and four campuses
  • Aligned content with institutional AI policy, academic integrity guidance, and approved tools
  • Partnered with faculty, academic leadership, and AI governance stakeholders to support consistent implementation
  • Designed the module to minimize faculty workload while maintaining policy compliance and instructional clarity
  • Supported ongoing adoption by addressing faculty questions, updates, and edge cases as AI guidance evolved

The problem

Students were increasingly using generative AI in academic and clinical contexts without structured guidance, risking over-trust, bias, and misuse. At the same time, faculty lacked a consistent way to teach critical AI use.

What I built

  • A standalone Canvas module that instructors could copy into existing courses

  • Practical prompting frameworks focused on role, context, and constraints

  • A critical appraisal activity comparing AI output with peer-reviewed research

  • Alignment with institutional AI policy and licensed tools (e.g., Microsoft Copilot)

Impact

  • Implemented in 50+ courses across multiple programs

  • Established a consistent AI literacy baseline for healthcare students

  • Recognized by AI leadership as a scalable alternative to ad-hoc training

  • Reduced risk of inconsistent or inappropriate AI use by providing a centralized, policy-aligned resource adopted across programs

Operational & Program Decisions

  • Focused on critical evaluation, not AI enthusiasm, to support clinical reasoning

  • Designed as a plug-and-play module to minimize faculty workload

3. AI in Health Sciences Education – Faculty Resource Course

Architected a 10-module asynchronous AI resource hub for health sciences faculty, co-created with a 9-member AI committee and aligned with university AI and academic integrity policy.

At a glance

  • Role: Senior Instructional Designer · Course Architect

  • Audience: Health sciences faculty

  • Scope: 10-module asynchronous resource course

  • Timeline: Designed in 1 semester; built to evolve over time

Program Operations & Governance Highlights

  • Coordinated development of a faculty-facing AI resource across the School of Health Sciences in collaboration with a 9-member AI governance committee

  • Partnered with academic leadership to align content with university AI policy, academic integrity standards, and approved tools

  • Managed review cycles, approvals, and updates to ensure content remained accurate as AI guidance evolved

  • Designed the resource to support ongoing faculty needs, not one-time training, reducing repeat questions and ad-hoc support requests

  • Served as a central point of contact for faculty questions and clarification related to AI use in teaching and research

The problem

Faculty wanted practical ways to use AI in teaching and research, but lacked clear guidance, shared resources, and confidence around academic integrity boundaries.

What I built

  • A faculty-facing Canvas resource course (not a graded training)

  • Modular design allowing faculty to dip in based on immediate needs

  • Practical frameworks for AI-aware assignments, research support, and human-in-the-loop use

  • Clean, reusable UI components for clarity and long-term maintenance

Impact

  • Approved for launch with strong leadership and committee support

  • Positioned as the foundational AI resource for the School of Health Sciences

  • Designed to scale to other schools across the university

  • Reduced operational overhead by centralizing AI guidance and providing a single, authoritative resource for faculty across programs

Operational & Program Decisions

  • Designed the course as a resource hub, not a mandatory training, to respect faculty time

  • Prioritized principles and workflows over tool-specific tutorials to future-proof content

4. Nurturing Diversity & Inclusion within Health Care Practice

Designed a longitudinal DEI course adopted across 16 graduate health sciences programs, guiding students through reflective, patient-centered learning over multiple semesters.

At a glance

  • Role: Senior Instructional Designer · Course Lead

  • Audience: Graduate health sciences students (16 programs)

  • Scope: 4-module asynchronous course · 1 module per semester

  • Timeline: Designed in 1 semester; runs across students’ full programs

Program Operations & Longitudinal Coordination Highlights 

  • Coordinated delivery of a multi-semester, longitudinal course implemented across 16 graduate health sciences programs

  • Partnered with program directors and faculty to align DEI content with program standards, timelines, and curricular milestones

  • Supported consistent implementation across cohorts while allowing flexibility for program-specific contexts

  • Served as a central point of contact for faculty questions, updates, and troubleshooting over multiple academic years

  • Ensured continuity and alignment of learning experiences as students progressed through different phases of their programs

The problem

DEI learning varied widely across programs, with limited opportunities for sustained reflection, application, and shared understanding across disciplines.

What I built

  • A 4-module Canvas course completed longitudinally over multiple semesters

  • Activities addressing bias, accessibility, social determinants of health, and patient-centered care

  • Designs emphasizing reflection, discussion, and applied scenarios—not right/wrong answers

  • A shared DEI learning experience aligned with program standards

Impact

  • Adopted by all 16 programs in the School of Health Sciences

  • Established a common DEI foundation for all graduate students

  • Positive feedback on progression from awareness → reflection → action

  • Improved consistency and continuity of DEI learning across programs while reducing coordination burden for individual faculty and staff

Operational & Program Decisions

  • Structured the course longitudinally to avoid one-time, checkbox DEI training

  • Framed activities to challenge students without alienation or performative compliance