Projects
A brief overview of four sample learning products I have designed and developed to promote impactful learning experiences across public and nonprofit education.
Click on each project title to see sample deliverables in a new tab.
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.
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.
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.
Tools & Technology
The activity was built in Articulate Rise with custom interactions embedded, ensuring mobile responsiveness.
Click on the image below to start.
Treatment Provider Training: ASAM & All Rise
As Lead Instructional Designer, I led the learning design for an eight-hour Treatment Provider Training course developed in partnership by the American Society of Addiction Medicine (ASAM) and All Rise (formerly the National Association of Drug Court Professionals). Designed for All Rise's multidisciplinary audience of treatment court professionals, the course builds foundational knowledge about addiction treatment, relapse, and recovery for people with substance use disorders involved in the justice system.
The sample below is Module 7 of the larger course and shows how we translated specialized clinical content into accessible, application-focused e-learning for professionals with varied roles and levels of clinical knowledge. This content was developed for a module under contract with All Rise, and impact data are retained in their LMS.
Design Challenge
Treatment court teams can include judges, probation officers, social workers, attorneys, treatment providers, and other professionals, each approaching the work from a different perspective. The course therefore needed to make complex clinical concepts accessible and useful to learners with very different professional backgrounds while preserving the accuracy and nuance of the subject matter.
Learning Objective(s)
By the end of the training, participants were able to:
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Recognize why addiction, remission, and recovery matter for effective treatment court practice.
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Identify the essential elements of a sustainable recovery process.
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Outline common steps across varied recovery pathways.
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Demonstrate an understanding of recovery capital as a mechanism for measuring and improving recovery outcomes for justice-involved individuals.
Instructional Strategy
The module was designed to move learners from understanding recovery as a clinical concept to considering what sustainable recovery looks like for people involved in the justice system. Content on addiction, remission, and recovery established a shared foundation before learners explored the elements of the recovery process and the different pathways individuals may take.
Recovery capital provided a practical framework for connecting these concepts to treatment court practice. Interactive activities asked learners to consider the personal, social, and community resources that can support or limit an individual's recovery and how those resources can change over time. Rather than presenting recovery as a single prescribed path, the module reinforced the importance of recognizing different pathways and the resources that can help individuals sustain recovery.
Tools & Technology
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Articulate Rise for the overall module structure
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Genial.ly for interactive, didactic content, built for accessibility across computer and mobile devices
Click on the image explore module 7.
Florida Institute for Child Welfare Experiential Learning Lab
As Assistant Director of Academic Innovation, I helped lead the development and launch of the Florida Institute for Child Welfare's Experiential Learning Lab, a space designed to give students and faculty as well as child welfare professionals opportunities to practice complex situations in a safe learning environment.
My role has extended beyond launching the physical space. I lead the academic innovation strategy for how the Lab is used: identifying priority audiences and partners, developing experiential learning opportunities, building faculty and partner capacity, and creating a sustainable model for bringing simulation and immersive learning into child welfare education and workforce development.
The Challenge
Child welfare professionals regularly make difficult decisions and navigate complex interactions with children and families, yet opportunities to practice those situations before encountering them in the field can be limited.
We saw an opportunity to create more than a simulation space. The goal was to build an experiential learning environment where students, faculty, workforce professionals, and partners could test new approaches, practice skills, reflect on their decisions, and learn from one another.
The Strategy
We designed the Lab around a flexible experiential learning model rather than a single technology or training program. The space supports multiple approaches—including simulation, virtual reality, standardized clients, case-based learning, and facilitated debriefing—so that the learning method can be matched to the audience and the skills being developed.
The strategy also depends on partnerships. I work with university faculty, child welfare agencies, other Florida universities, and community partners to identify where experiential learning can strengthen existing education and professional development rather than creating stand-alone experiences disconnected from practice.
Building The Program
Launching the Lab required developing the learning infrastructure alongside the physical and technical infrastructure. My work has included:
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Building partnerships with faculty, universities, workforce organizations, and community groups to bring new audiences into the Lab.
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Leading the integration of virtual reality and simulation experiences into university courses and professional learning.
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Developing faculty support and training to strengthen simulation facilitation and debriefing skills.
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Expanding interprofessional learning opportunities that allow participants from different disciplines to practice working together.
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Guiding the development of new simulation experiences and exploring how emerging technologies can support practice-based learning.
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Establishing a longer-term strategy for who the Lab serves, how partners engage with it, and how recurring use can be supported sustainably.
From Launch to Scale
The Experiential Learning Lab opened in February 2026 and is now supporting a growing portfolio of learning experiences. Faculty have integrated immersive experiences into social work courses, child welfare preservice learners have participated in simulation-based training, and university and community partners are using the Lab to explore how experiential learning can support their own students and professionals.
The next phase is focused on moving from successful individual experiences to a long-term sustainable program: identifying priority partners, building repeatable models of engagement, expanding faculty and facilitator capacity, and determining which learning experiences have the greatest potential for broader use across Florida.
The Experiential Learning Model
PRACTICE
Simulation · Virtual Reality · Standardized Clients · Case-Based Learning
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REFLECT
Facilitated Debriefing · Feedback · Perspective Taking
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MEASURE
Learner Feedback · Outcomes · Evaluation · Continuous Improvement
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IMPROVE
Refine Learning Experiences · Adapt for New Audiences · Strengthen Facilitation
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SCALE
Faculty Capacity · Partnerships · Repeatable Learning Experiences · Statewide Reach
Click on the image below to explore FICW's Learning Lab.
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.
Learning Objectives
By the end of this activity, learners were able to:
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Identify core principles of strengths-based therapeutic communication.
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Distinguish between responses that align with a strengths-based approach and those that do not.
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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.
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Guided Reflection – Prompts in the course encourage learners to pause and consider the faculty's discussion.
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.
Tools & Technology
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Genial.ly: interactive case design and layered learning
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Downloadable transcripts in Articulate Rise: accessibility and learner reference
Click on the START button below to begin.
