Projects

Concept Sorting for Understanding

In collaboration with two addiction psychiatry experts, I designed a one-hour online skill lab to introduce core Motivational Interviewing (MI) principles. The lab included a variety of interactive practice opportunities to help learners move beyond theory into application. This activity was developed for ASAM, and impact data are retained in their LMS.

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Learning Objective
By the end of this activity, learners were able to distinguish between behaviors consistent with motivational interviewing and those that are not with at least 80% accuracy.

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Instructional Strategy
To reinforce recognition skills, I built an interactive sorting exercise. Learners received randomized statements and sorted them into “MI-consistent” and “MI-inconsistent” categories. Immediate feedback guided learners toward correct categorization and explained why each behavior aligned (or misaligned) with MI principles. This low-stakes formative activity encouraged active recall and supported transfer of knowledge into role-play practice later in the lab.

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Tools & Technology
The activity was built in Articulate Rise with custom interactions embedded, ensuring mobile responsiveness.

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The Neurobiology of Addiction

I worked with faculty to build an online module helping drug treatment court professionals understand substance use disorders through a biopsychosocial lens, covering the neurobiological, genetic, and environmental factors that shape addiction. Genial.ly turned didactic clinical content into something learners could actually work through, not just read. This module was developed under contract with All Rise, and impact data are retained in their LMS.

 

Learning Objective

By the end of the training, participants were able to:

• Describe the stages of addiction using a biopsychosocial model, including the role of genetics, early childhood experiences, and social factors. 

 

Instructional Strategy

The module moved learners from clinical concepts to applied understanding by pairing didactic content with interactive elements. Core neurobiological concepts, including tolerance and withdrawal, were introduced alongside ASAM's definition of addiction to ground everything in a shared clinical framework. A non-verbal video of a bird showed the cycle of addiction from a distance first, triggering, craving, recurrence, before learners connected the pattern back to the human clients they see in court.

Reflection questions asked learners to apply these concepts to their own caseloads. Content on social and environmental contributors, including Adverse Childhood Experiences, made the point that addiction comes from biology and environment together. That framing carried through to how the module treated recurrence: an expected part of recovery, something to plan for clinically, not a sign the treatment failed.

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Tools & Technology

• Articulate Rise for the overall module structure

• Genial.ly for interactive, didactic content, built for accessibility across computer and mobile devices

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Screening and Brief Intervention in Addiction Medicine

As part of a six-part beginner course in addiction medicine, I collaborated with faculty to transform a content-heavy module into a learner-centered, interactive experience. My focus was on scaffolding the material so that clinicians could build knowledge progressively and apply it in practice.

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Learning Objectives
By the end of the module, learners were able to:

• Use validated patient screening tools to detect unhealthy substance use and interpret a spectrum of results.

• Utilize brief counseling strategies that are appropriate to the patient’s readiness to change and level of severity.

 

Instructional Strategy
To help clinicians achieve these objectives without being overwhelmed by technical content, I scaffolded the module in three stages:

• Concept Introduction – Short video lectures (Zoom + Camtasia) paired with real-world video stories (produced with Unscreen) introduced common screening tools and highlighted the lived experiences of individuals navigating stigma and recovery.

• Guided Exploration – Interactive activities in Genial.ly and Articulate Rise allowed learners to practice selecting and interpreting results from validated screening tools. 

• Application & Reflection – Case-based exercises prompted learners to choose brief counseling strategies aligned with patients’ readiness to change. Reflection prompts encouraged clinicians to connect course concepts to their own practice. Immediate feedback supported learners in consolidating their decisions.

 

Tools & Technology

• Zoom & Camtasia: capturing and editing lecture content

• Unscreen: integrating authentic video stories with transparent backgrounds

• Genial.ly: interactive branching scenarios and visual exploration activities

• Articulate Rise: sequencing activities and embedding interactive checkpoints

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Impact

• In 2023, learners reported a 30% increase in confidence selecting and applying counseling strategies that matched patients’ readiness to change.

 

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Transforming Didactic Content into Interactive Experience

In collaboration with a subject matter expert, I designed an interactive case study introducing the principles of strengths-based therapeutic communication. The case follows Robert, a client navigating a major life transition, and provides learners with opportunities to analyze provider responses and reflect on best practices. This didactic content was developed for a module under contract with All Rise, and impact data are retained in their LMS.

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Learning Objectives
By the end of this activity, learners were able to:

• Identify core principles of strengths-based therapeutic communication.

• Distinguish between responses that align with a strengths-based approach and those that do not.

• Apply reflective listening strategies to client scenarios.

 

Instructional Strategy
I scripted and produced SME-narrated audio segments paired with visual cues to bring Robert’s case to life. Using Genial.ly, I layered the content to promote engagement:

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• Listening & Observation – Learners hear the faculty's professional story about engaging with a client while observing visual context.

• Guided Reflection – Prompts in the course encourage learners to pause and consider the faculty's discussion.

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This design balanced didactic input with reflection, ensuring the content moved beyond passive listening. To support accessibility, I included a downloadable transcript of the narration.

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Tools & Technology

• Genial.ly: interactive case design and layered learning

• Downloadable transcripts in Articulate Rise: accessibility and learner reference

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