BACKGROUND & APPROACH
Completion tells you someone finished. It doesn't tell you they can do the work. The instruction I design is measured by what a learner can demonstrate afterward, under real conditions, with someone checking. I design backward from that moment and stay close enough to delivery to see where it falls short.
WHAT I DO
Instructional Design & Development — needs and task analysis, curriculum development, scenario-based learning, interactive simulations, microlearning, and assessment design
Training & Facilitation — adult learning, classroom and clinical instruction, individualized coaching, competency-based evaluation, and targeted remediation
Learning Technology — Canvas, Articulate Storyline and Rise, Genially, Visme, SCORM, and custom HTML, CSS, and JavaScript
Assessment & Performance Improvement — learning outcomes, performance assessment, evaluation rubrics, instructional effectiveness, clinical documentation, and regulatory compliance
TRAINING & FACILITATION
Delivery is a separate skill from design, and it's the one I use every week. I instruct and demonstrate to groups, coach individuals through skills they haven't acquired yet, and assess whether they can perform independently. I've taught clinically and online, including a fully online dental law and ethics course at Concorde Career College.
Instructional effectiveness: in two of my Spring 2026 courses, 92.3% of students gave the quality of my instruction the college's highest rating — "far above average" — for a 4.92 out of 5 in each. Across all four courses I taught that semester, the average was 4.72.
HIGHER EDUCATION & CLINICAL INSTRUCTION
At the University of Tennessee Health Science Center College of Dentistry, I prepare dental hygiene students for practice across the full scope of clinical care — preventive and periodontal therapy, local anesthesia, radiography, and patient education. I assess technical proficiency, clinical reasoning, and adherence to patient safety standards, and I teach clinical documentation, CDT coding, and reimbursement. I independently supervise an offsite community clinic rotation.
I work with departmental leadership to identify learning and performance deficiencies and develop instruction that targets them — remediation resources and interactive experiences drawn from direct clinical observation. A current initiative translates observed student difficulty with dental sealant placement into scenario-based instruction covering procedure, clinical sequencing, and decision-making.
EARLIER EXPERIENCE
In school-based public health, I expanded program partnerships by more than 50% and built the educational resources and training that carried the program across multiple sites.
My bachelor's is in elementary education, where I trained in instructional planning, learner development, differentiated instruction, and assessment — the foundation under everything that came after it.
MY APPROACH
I start from the performance a learner has to demonstrate, then align objectives, instruction, practice, and assessment to it. I work in full ADDIE when a build needs analysis through evaluation documented end to end, and in shorter iterative cycles when a project needs to be tested early and revised fast.