Experience

Senior Instructional Designer/Curriculum Developer,  Amazon Web Services Training and Certification
2021 – 2023

At AWS T&C, I am the voice of the learner, ensuring that their needs are at the forefront of our content efforts and helping our team iterate and improve on our content offerings. I also lead projects through the design lifecycle from scoping, research and analysis, design, development, and launch; providing clear timelines through all phases, communicating with key partners, and selecting appropriate measurement for successful implementation.

I work to identify learning objectives, assess learners, performance outcomes, and evaluative strategies to deliver instruction, including consulting with program owners and subject matter experts to identify performance gaps and learning objectives.

I manage the development of instructional materials (tutorials, digital interactives, user guides, audio and video scripts, story boards, navigational text, tests, etc.) that transform technical information into engaging instructional materials.

Finally, I direct and guide learning design for internal and/or external subject matter experts enlisted to produce and publish technical content.

 

SMART Logo and tagline Stacked Centered
Instructional Development Manager, SMART Technologies
2016 – 2021

Responsible for planning, designing, developing, updating and improving existing and new training materials, working with SME’s to continually increase the online self-serve model. Extensive use of digital video, audio, and course design tools. Assist with strategic planning, development and implementation of multimedia learning assets and initiatives. Management, administration, and maintenance of asynchronous online learning programs and courses.

Selected Performance Highlights
  • Utilize systematic methodology rooted in instructional theories and models to plan, design, develop, update, and improve existing and new training materials that fill the skills, knowledge, information, and attitude gaps of employees, sales professionals, and channel partners.
  • Elevate sales training programs by performing analysis, guiding development, and increasing accountability of stakeholders. Increased reseller satisfaction rates regarding training content from 72% in 2018 to 85% in 2019.
  • Implement extensive use of digital video, audio, and course design tools to assist with strategic planning, development and implementation of multimedia learning assets and initiatives to increase end-user engagement with SMART solutions.
  • Manage end-to-end project development, administration, and maintenance of asynchronous online learning programs and courses.
  • Perform upfront analysis for end-user implementation, including gap analysis, maturity matrix, storyboards, courses, videos, and content to build effective, measurable, and scalable instructional materials for online courses, videos, certifications and other learning assets with defined instructional, learning, and performance outcomes for using and implementing SMART solutions.
  • Consult with subject matter experts, develop instructional content, and made recommendations regarding course design, technology use aligned to instructional delivery options and measurement and assessment strategies – resulting in implementation of instructionally sound training materials that met key business initiatives.
  • Meet cost-savings initiative by eliminating and/or reducing the use of vendors and enabling building, updating, and maintaining of in-house training programs and assets.
  • Work closely with cross-functional teams to gain additional insight into the customer mindset to create various resources to help all end-users realize the value-add of SMART solutions.
  • Evaluate customer feedback and data to assess the effectiveness of current training assets to continuously improve and streamline customer engagement.
  • Increase customer satisfaction rates for training courses by 7% by reviewing and communicating analytics and key success metrics to understand end-user behavior to help shape and manage content and training strategies.

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Implementation and Training Specialist, Cengage Learning
2013-2015

Working alongside the District Manager, the ITS role focuses on district revenue growth by leading and managing digital initiatives in all 12 territories across the state. Focusing on institutions of higher education in NC, I provide digital solution expertise across all disciplines throughout the sales cycle with a focus on digital product presentations, as well as faculty trainings and campus implementation of those products ensuring an excellent customer experience by:

  • Facilitating training classes, seminars, and working sessions
  • Implementing training and development coursework, programs, and systems at the district level
  • Assisting with the coaching, training, and development of Cengage sales professionals
  • Directing and conducting product demonstrations, meetings, conferences, and workshops for customers and existing team members at all levels
  • Driving new digital business growth in assigned districts with little or no existing business. Increased digital product sales 14% from 2013-2015 in the highest grossing sales district in the higher ed division, developing and implementing sales strategies to expand and grow market share in the defined geography
  •  Planning implementation of and designing new and updated training materials, including video and interactive demos
  • Conducting train the trainer workshops for new product launches and other new training programs
  • Leading and assisting in the delivery of various training programs for new and existing customers
  • Integrating and implementing a wide-range of digital solutions.  This work includes self-directed e-modules, webinars and simulations, videos for learning, digital game-based learning and performance support tools
  • Creating sets of tools and other resources that seamlessly work together to provide ongoing learning experiences to instructors
  • Managing and implementing multiple projects concurrently and over time
  • Staying abreast of current and future emerging technologies and trends
  • Demonstrating a passion for discovering new tools for effective learning (e.g., social media platforms, mobile learning, “flip the classroom” models, stories, games, and MOOCs).
  • Adapting materials to meet the course structure (e.g. f2f, online, hybrid formats)
  • Helping set the future direction of learning products with industry knowledge and understanding of client needs.

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Faculty– Davidson County Community College, Lexington, NC
Pre-Curriculum English
2010-2013

While at Davidson County Community College, I was selected to serve on a state-wide redesign initiative instituted by the NCCCS. This committee role facilitated my direct involvement in the development of standardized learning outcomes for developmental English courses in all 58 community colleges in NC. As a result, I created a variety of learning materials to meet the requirements of the new curriculum. Once in place, the course completion rates increased by 32%.

Essential Job Duties:

  • Plan, design and develop learning modules for both online and face-to-face implementation
  • Create positive learning environment for struggling learners by providing consistent feedback and support
  • Support adjunct faculty in planning and implementation of course materials
  • Configure eLearning applications and design online  courses for independent study, blended learning, on-site,
    instructor-led classes, and distance education programs.
  • Assist with outcomes assessment and program review, annual reports, part-time faculty evaluations, self-study reports for accreditation, course and program assessment reports, and other reports and projects associated with the program
  • Coordinate and monitor online lesson design for department
  • Serve on academic and administrative committees that review and recommend policies, make budget decisions, or advise on hiring and promotions within their department
  • Create and sustain a positive and highly structured school culture of high academic and behavioral expectations
  • Implement a research-based curriculum to meet or exceed academic standards
  • Assume responsibility for the academic progress of students with a high sense of urgency and ownership towards quantifiable results
  • Use assessments and data to inform instructional practices

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Faculty– Guilford Technical Community College, Jamestown, NC Developmental Reading
2006-2010

 

 

  • Implement a positive discipline plan which promotes student responsibility, problem solving skills, and accountability
  • Create and sustain a positive and highly structured school culture of high academic and behavioral expectations
  • Implement a research-based curriculum to meet or exceed academic standards
  • Assume responsibility for the academic progress of students with a high sense of urgency and ownership towards quantifiable results
  • Use assessments and data to inform instructional practices
  • Plan and develop learning modules
  • Create positive learning environment for struggling learners
  • Support ESL students in meeting course requirements
  • Integrate eLearning applications and design online courses for independent study and blended learning environments.
  • Create positive learning environment for struggling learners by providing consistent feedback and support
  • Support adjunct faculty in planning and implementation of course materials
  • Serve on academic and administrative committees that review and recommend policies, make budget decisions, or advise on hiring and promotions within their department

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Classroom Teacher– High Point Christian Academy, High Point, NC
1996-2006

 

 

 

  • Implement a positive discipline plan which promotes student responsibility, problem solving skills, and accountability
  • Create and sustain a positive and highly structured school culture of high academic and behavioral expectations
  • Implement a research-based curriculum to meet or exceed academic standards
  • Assume responsibility for the academic progress of students with a high sense of urgency and ownership towards quantifiable results
  • Use assessments and data to inform instructional practices
  • Communicate effectively and regularly with students and parents about student progress
  • Maintain strong, professional relationships with colleagues in an environment where listening, critical thought, respectful debate, and compromise is welcomed and essential
  • Commit to continued professional growth and active participation in professional development
  • Complete all lesson plans, progress reports, report cards, and administrative functions with care and timeliness
  • Work with student staff to produce school yearbook and monthly student newspaper increasing the integration of technology.
  • Design curriculum for the use of Photoshop, In Design, and Illustrator
  • Create curriculum for English I and English II

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Classroom Teacher– Alderman Elementary School – Greensboro, NC
1993-1996

 

  • Implement a positive discipline plan which promotes student responsibility, problem solving skills, and accountability
  • Create and sustain a positive and highly structured school culture of high academic and behavioral expectations
  • Implement a research-based curriculum to meet or exceed academic standards
  • Assume responsibility for the academic progress of students with a high sense of urgency and ownership towards quantifiable results
  • Use assessments and data to inform instructional practices
  • Communicate effectively and regularly with students and parents about student progress
  • Maintain strong, professional relationships with colleagues in an environment where listening, critical thought, respectful debate, and compromise is welcomed and essential
  • Commit to continued professional growth and active participation in professional development
  • Complete all lesson plans, progress reports, report cards, and administrative functions with care and timeliness
  • Utilize IEPs to adapt instruction to reach the needs of students with disabilities in an inclusion setting