Management

This project involved the design and management of an evaluation plan to assess the impact of instructional interventions within the General Engineering advising program. I was responsible for coordinating the planning, implementation, and analysis of survey-based data to evaluate how students engaged with advising resources and whether those engagements improved student understanding of academic processes. The project included stakeholder consultation, survey design, data collection strategies, and a reporting framework to track changes and inform instructional improvements.

Artifact

The artifact includes a formal evaluation plan outlining the purpose, methodology, timeline, and communication strategy for assessing the effectiveness of instructional advising tools. It also includes planning documentation and logic models used to monitor progress and identify areas for improvement.

Reflection

This project directly supports AECT Standard 4.1 – Project Management, which emphasizes “planning, monitoring, and controlling instructional design and development projects” (Seels & Richey, 1994, p. 50). Through this work, I applied project management principles by aligning instructional goals with measurable outcomes, negotiating realistic timelines with collaborators, and monitoring progress through survey instruments and feedback loops. The evaluation plan was not only a deliverable, it was a management tool that allowed stakeholders to stay informed, adapt strategies, and promote continuous improvement. This artifact reflects my ability to lead data-informed instructional projects from initial scope to measurable impact.

This project involved the creation of a comprehensive assessment plan aimed at evaluating the effectiveness of undergraduate academic advising at VCUarts. I led the planning and coordination of data collection efforts that included student surveys, advisor interviews, and focus groups. The project was grounded in the CAS (Council for the Advancement of Standards in Higher Education) framework and focused on identifying strengths, gaps, and areas for strategic improvement. The initiative required balancing stakeholder input, institutional priorities, and practical constraints while providing actionable recommendations for future advising practices. This was a professional project that built upon skills developed in coursework evaluating other large-scale academic advising programs. 

Artifact

The artifact includes the written assessment plan, including evaluation questions, data collection strategies, a stakeholder communication plan, and an implementation timeline. It also outlines how the results would be used to support continuous improvement in advising services.

Reflection

This project aligns with AECT Standard 4.1 – Project Management, which involves “planning, monitoring, and controlling instructional design and development projects” (Seels & Richey, 1994). The project demonstrates my ability to manage a large-scale evaluation effort by defining clear goals, aligning tools with measurable outcomes, and communicating findings to diverse institutional audiences. By coordinating timelines, facilitating stakeholder participation, and ensuring alignment with national standards, I supported the successful execution of a data-driven improvement process. This artifact reflects my growing capacity to lead complex instructional design projects with clarity, structure, and purpose.

This project explored the collaborative process of instructional design by focusing on how teams of subject matter experts, instructional designers, and support personnel can work together efficiently to produce meaningful learning experiences. The presentation outlines strategies for structuring collaboration, managing time and expectations, and maximizing the effective use of human and technological resources throughout the design and development cycle. It presents a realistic framework for navigating resource limitations while upholding design integrity.

Artifact

The artifact is a professional presentation that details a philosophy and process for collaborative instructional design. It includes real-world examples of managing personnel coordination, timelines, and tool usage across multiple stakeholders while maintaining a learner-centered focus.

Reflection

This project aligns with AECT Standard 4.2 – Resource Management, which involves “planning, monitoring, and controlling resource support systems and services” (Seels & Richey, 1994). In this work, I demonstrated my ability to facilitate collaboration among diverse contributors while managing the effective use of time, communication platforms, and instructional resources. It reflects my capacity to navigate the complex realities of instructional design work, ensuring that quality learning design is achievable even within the boundaries of limited budgets, tight schedules, and varied professional roles. This artifact shows my growing strength as a designer who values efficiency, transparency, and practical collaboration in the service of instructional excellence.

This faculty development presentation was created for a university-wide retreat at Trident University and focused on guiding instructors through the iterative process of online course development and delivery. The session highlighted effective workflows, platform capabilities, and facilitation strategies used to manage asynchronous online courses. Emphasis was placed on delivery system planning, particularly how instructional materials are organized, distributed, and supported in virtual learning environments. The presentation modeled how technical and pedagogical considerations are balanced to ensure smooth implementation for both instructors and learners.

Artifact

The artifact includes the presentation slides and speaker notes from the faculty retreat. It showcases a detailed overview of delivery considerations such as learning management system (LMS) integration, use of discussion tools and video platforms, and guidance on supporting students through structured communication and consistent course design.

Reflection

This project aligns with AECT Standard 4.3 – Delivery System Management, which focuses on “planning, monitoring, and controlling the method by which distribution of instructional materials is organized” (Seels & Richey, 1994). Through this initiative, I demonstrated my ability to lead delivery planning across multiple platforms, provide technical and pedagogical guidance to faculty, and ensure a learner-centered approach in the rollout of instructional content. The presentation also addressed issues of hardware/software requirements and institutional support systems, reinforcing the importance of aligning tools, people, and processes in digital course delivery. This artifact reflects my growing expertise in managing the entire instructional delivery cycle with clarity, technical insight, and strategic foresight

In this project, I developed a step-by-step instructional structure that matched the needs and experiences of the faculty learners, beginning with basic technical tasks like logging in and uploading content, and progressing toward more complex engagement activities such as using polls, text chats, and feedback tools. Each activity was deliberately sequenced to build confidence and mastery in navigating the Centra environment. By aligning the instructional strategies with learner characteristics, the content complexity, and the final performance objectives, the project demonstrated how strategic lesson design supports both skill development and learner success.

Artifact:
This artifact is a planning document for short instructional video to guide faculty through the use of a new training platform. The video introduces users to the login process, navigation menu, available training modules, and support resources. It was designed to orient new users quickly and reduce confusion during implementation of the system.

Reflection:
This project demonstrates my competency in information management as outlined in AECT Standard 4.4. I collaborated with stakeholders to determine the key information faculty needed to begin using the program effectively. I then helped plan the structure and script of the video, ensuring that it followed a logical sequence aligned with common user questions. I added professional narration by working in a sound booth and making audio edits with high quality professional tools. The project reflects my ability to organize and deliver information in a way that supports just-in-time learning and long-term reference, both key to faculty adoption of new systems.

This course redesign proposal was developed to improve the structure and delivery of a Trident University online course during a platform transition. The project involved an analysis of existing course content organization and recommendations for more efficient storage, navigation, and learner access. Suggestions included reformatting key materials (such as syllabi) into downloadable, accessible PDFs; leveraging the enhanced features of the new D2L LMS; and implementing a consistent, modular course design aligned with best practices in information presentation.

Artifact

The artifact is a written proposal that outlines specific redesign strategies and platform recommendations to improve content clarity, storage, and retrieval. The plan was created to guide faculty and instructional designers in preparing courses for relaunch within the new LMS environment.

Reflection

This project demonstrates AECT Standard 4.4 – Information Management, defined as the “planning, monitoring, and controlling [of] the storage, transfer, or processing of information in order to provide resources for learning” (Seels & Richey, 1994). The proposal illustrates how thoughtful course structure and resource presentation can directly impact learner experience and instructional efficiency. By anticipating changes in delivery systems and aligning information architecture with learner needs, this work highlights my ability to manage instructional content in a scalable, sustainable, and user-friendly way.