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Reflection In reviewing my peer’s assignment, it showed me how different approaches to this assignment could result in different outcomes and styles of survey questions. For example, seeing how my peer structured the survey and the questions provided helped me to be more receptive to other ways of delivering a survey. I sometimes get stuck in only using a Likert scale when that doesn’t always fit the survey’s goal. It was helpful to see how they framed their questions very co

Survey Purpose A common concern among employees in my work environment is the scheduling of professional development opportunities for employees last year (2023-2024). Anecdotal feedback from employees suggests that these opportunities are often scheduled at inconvenient times and days, making it difficult for employees to attend. In reviewing common times and days in which last year’s workshops and sessions were offered, they typically fell on Tuesday afternoons between 1-4P

Dear Course Instructor, I am writing to you to gain permission from you, the course instructor, to proceed with a research study using students in your Computer Science course. This study, using a t-test, will compare computer programming skills for students in your Computer Science course that used either an interactive virtual textbook or the traditional paper textbook. Our study aims to understand if learners score better in the course if they use an interactive virtual te

Common Problem Identified A common concern among employees in my work environment is the scheduling of professional development opportunities for employees last year (2023-2024). Anecdotal feedback from employees suggests that these opportunities are often scheduled at inconvenient times and days, making it difficult for employees to attend. In reviewing common times and days in which last year’s workshops and sessions were offered, they typically fell on Tuesday afternoons b

After identifying a key challenge impacting MSU’s advising community and designing an online asynchronous course to address it, I created this short video pitch to promote the course to academic advisors.

Challenges Identified During Spring 2024, I conducted a campus-wide needs assessment with 17 individual academic advising units at Michigan State University. The needs assessment was done through facilitated feedback sessions in which units shared challenges they were experiencing and opportunities for additional support. After initial brainstorming, each group was asked to narrow these ideas down to their top 3. After collecting the top 3 needs from each unit, I analyzed t

Methods Used The facilitation used in this course, which focuses on teaching academic advisors how to use a query builder tool and create initiatives from student data, is grounded in two key educational methods: Constructivist Learning and Self-Directed Learning. These methods incorporate real-world application, reflection, autonomy, and problem-solving, all of which are aligned with the course’s learning objectives. These concepts directly align with adult learning, which a

Campus-Wide Needs Assessment and Data Collection During Spring 2024, I conducted a campus-wide needs assessment with 17 individual academic advising units at Michigan State University. The needs assessment was done through facilitated feedback sessions in which units shared challenges they were experiencing and opportunities for additional support. After initial brainstorming, each group was asked to narrow these ideas down to their top 3. After collecting the top 3 needs fro

I used Mural for this assignment and created a template using ADDIE to outline a new virtual asynchronous course to assist academic advisors with manipulating queries in the Student Information System. Since this is the exploration and design phase, I completed the first three phases of the ADDIE model only. Click on the image below and zoom in to view different sticky notes.

Professional Background and Role in Online Program Development I had the pleasure of interviewing Alicia Jenner, a Senior Learning Experience Designer in the Center for Teaching and Learning Innovation at Michigan State University. Alicia works primarily with online program management, partnering with MSU faculty that are looking to develop, market, and manage online graduate certificate and master’s programs. Students typically enrolling in these programs are looking for car

In the following video, I share my personal, academic, and professional background, the path that led me to a career in educational development, and why I am passionate about training and learning design.

This video documents a hands-on web accessibility audit I conducted of the Women’s Center of Greater Lansing website as part of my work exploring inclusive, user-centered design. Rather than reviewing accessibility in theory, I wanted to experience the site the way users with different access needs might, using tools like a screen reader, keyboard navigation, screen magnification, and an automated testing extension aligned with WCAG guidelines. My goal with this audit is not

For the accessible form project, I created a Google Form . Below outlines my design process for creating this form. To begin, I included descriptive instructions at the top to provide guidance on how to complete this form and detailed instructions for each question. I also included examples to mitigate any confusion on how to complete each question. I made two questions, full name and mailing address, required for the user to complete in order to ensure this information was c

As the educational developer for academic advising, I am committed to supporting MSU academic advisors personal and professional growth through engaging learning experiences. My manifesto is a reflection of my beliefs and values as it relates to learning and will provide a guiding framework for future work. More specifically, my manifesto supports my work in making online asynchronous training opportunities, including onboarding courses for new academic advisors. Provide mult

A strong learning community is built on trust, respect, and open communication. To support meaningful dialogue throughout this course, I developed a communication protocol that outlines shared expectations for how advisors are expected to engage with one another during both live sessions and asynchronous discussions. This protocol emphasizes active listening, respectful responses, and openness to diverse perspectives. Participants are encouraged to contribute consistently, al

Creation Description–Active Learning Creation I facilitated small group discussions in Zoom during an online synchronous session. This session was created for new academic advisors to meet with fellow new colleagues and ask any question about their position within small groups of four. Facilitators in the form of established advisors were distributed among groups to assist with more challenging questions, but the core of the discussion was for new academic advisors. The en

Advising 101 introduces academic advisors to core advising skills through observation, practice, and reflection. This unit focuses on building confidence in conducting advising appointments, creating accurate academic progress plans, responding to common student questions, and documenting appointments using clear, objective, and university-compliant notes. Advisors observe a colleague or supervisor during an advising appointment and complete a short reflection identifying key

In practice creating an interactive quiz, I developed a video-based quiz designed to test users’ understanding of navigating MSU’s transfer credit equivalency system. The goal of this project was to ensure users could confidently locate and interpret transfer credit information using the system, rather than just passively review instructions. This activity emphasizes learning through application, allowing users to check their understanding in real time. You can experience the

Version 1 Version 1 - Online Asynchronous Infographic : The first version is for an online asynchronous course, which is self-paced with minimal group interaction. As part of a larger unit that teaches advisors about the different components of the Student Information System, this module focuses specifically on how to use the What If Report feature. This feature allows advisors to view requirements for any major and how a student’s completed courses apply. Advisors were asked

For the humanizing element assignment, I created a Wisdom Wall using Jamboard . This offers new advisors a space to reflect on how they initially felt at the start of the onboarding training course and share what they wish they knew at that stage now that they have successfully completed the onboarding training. Being a new advisor or coming to a new campus easily feels overwhelming and uncertain. Through posting and reading what others share on the wisdom wall, I aim to crea