From this hub, you will be able to
- Explore two distinct bodies of work
- Learning Designs
- Organizational System Designs
- Get a snapshot of each design
- Follow your curiosity to any of the designs’ individual pages to explore further
Learning Designs
Each of the 3 artifacts below is the digital component of a partial or total digital learner experience, authored using some of the various tools (indicated parentheses) that I utilize as a designer.
10 Learner Experience Design Essentials Quick Reference
Description
Having studied the most widely applied frameworks prescribing essential characteristics of effective learning design, I had constructed a mental list of non-negotiables. When I came across a template in Articulate 360 that had attempted to list them all but had repeated two in different words and left some out, I felt compelled to build my own, first in a spreadsheet, then in a new Storyline project. The template was touting eight and delivering six. I recreated it with eight—six completely rewritten, two completely new. After about a year, I came back to it and added two more that I had come to regard as deserving equal weight. This original framework combines components that exist individually elsewhere but never together — including nervous system regulation, universal accessibility, and sustained community support. I built my own: 10 Essentials that guide every design decision I make.
Skills demonstrated
- identify systemic gaps in existing frameworks
- construct original design philosophy
- operationalize abstract principles into functional design tools
- designing interactive learner experiences
(Articulate Storyline)
Healthcare Documenting Training
Description
Healthcare documentation errors aren’t a carelessness problem — they’re a pattern recognition problem, and the design reflects that. Rather than correcting staff, this module primes existing habits, delivers a cognitive reframe, then trains the replacement behavior through annotated self-observation. The needs assessment grounding this design draws from peer-reviewed literature on how automaticity creates documentation blind spots — the same cognitive mechanism that makes experienced practitioners most vulnerable to the errors compliance training assumes they’re choosing to make.
Skills
- diagnosing root cause at the neurological level
- designing learning experiences that eliminate defensiveness as a variable
- constructivist learning experience design
- andragogy
- instructional media
- needs assessment grounded peer-reviewed literature
- sequence instruction around behavior change rather than content delivery
Designing with ADHD in Mind Communication Training
Description
Organizations routinely lose capable contributors to an invisible access gap: instructional design that assumes cognitive tools some learners don’t have. The deficit has a name — silent steps — the preparatory and procedural actions left unspoken because most learners perform them automatically via executive function, and designers who share that capacity rarely notice the assumption.
This course was built as self-initiated spec work to equip teachers to replace attribution-error-based judgment of ADHD learners with executive function support strategies. The design repurposes Desmos — a K-12 graphing tool, not as intended — as a constructivist andragogical instrument: adult learners don’t receive a clinical explanation of executive dysfunction. They plot it. The use of a K-12 tool to train adult professionals is deliberate: this portfolio’s central argument — that K-12 design experience transfers directly to corporate contexts — is demonstrated here, not just claimed.
The four-module arc (Anticipate, Explore, Play, Practice) moves learners from prediction through lived-experience testimony, to first-person simulation, to application within their own instructional practice.
Skills demonstrated
- original framework development
- instructional design for change-resistant adult learners
- constructivist learning experience design
- andragogy
- instructional media innovation
- needs assessment grounded in lived experience and peer-reviewed literature
Organizational Change Management System Designs
Below you will find a few of the major original organizational change management systems I have designed. Because of the nature of OCM designs, you will notice that some systems, like We See Us, contain individual or clustered sets of components as a way to simplify 12+ deliverables and 2+years of implementation into 4 bite-sized pieces.
Solve #1—We See Us
2+ year organizational change management system with 12 deliverables, some of which are in the 4 clusters below
Loss
$1.725B/yr K-12 SEL
0% less bias-based bullying
34–90% student victimization risk
17% students have IEP/504; 50% victims have IEP/504
Time unseen
~30 yrs
Bystanders
≈204K1
When I saw
<1 Day
Gains
100% org SMEs co-design-eligible
100% staff trained
100% families invited as co-facilitators
WSU Project Rationale
Description
K-12 districts spend $1.725B annually on SEL programming that has produced zero measurable reduction in bias-based bullying — while the 17% of students with disabilities still represent 50% of all harassment victims nationwide. This rationale makes the case for a different approach, drives entirely from a representative district’s own stated values and existing infrastructure, and preempts every rebuttal before it can be raised.
skills demonstrated
- conducting organizational needs assessment
- building an evidence-based case for systemic change
- closing the resistance pathways that end initiatives before they launch.
(Google Workspace)
WSU Co-Design Architecture
Description
Approximately 204,000 building-level administrators have overseen this problem for roughly 30 years without a structural solution — this one was designed on Day 0. This 30-month, 4-phase operational architecture maps every design decision to the vulnerability window it closes: adoption resistance, facilitation drift, stalled momentum, and single-person dependency. With 100% of organizational SMEs co-design-eligible, hierarchy inversion isn’t aspirational — it’s contractual.
skills demonstrated
- designing change management infrastructure that makes implementation failure structurally harder than success
- implementation architecture with sequenced vulnerability windows
- co-construction as sustainability mechanism
- scalable system design independent of single-person dependency
WSU Learner Experience
Description
This is the learning architecture staff, students, and families move through — a recursive quarterly cycle scaffolded across four identity domains, differentiated for five audience groups, with branching-scenario formative assessment that makes the distance between knowing and doing visible at the moment learners have the most capacity to close it. 100% of staff are trained and 100% of families are invited as co-facilitators, not recipients.
skills demonstrated
- audience-differentiated experience design across five stakeholder groups
- sequencing cognitive demand strategically
- generating performance data rather than participation records
(Articulate Storyline)
WSU Project Evaluation System
Description
Completion rates and satisfaction surveys answer “did it happen” — not “did it work, for whom, and what needs to change.” This three-tool evaluation suite — Progress Tracker, Culture & Climate Survey, and KPI Gap Analysis Matrix — disaggregates data by role, building, and grade band across eight measurement cycles over two years, making gaps in specific populations visible and addressable at any district before the investment is complete.
skills demonstrated
- designing measurement architecture that surfaces the right questions at the right intervals
- survey design (30-item culture and climate instrument)
- disaggregating data to drive incisive decision-making
- evaluation design that distinguishes intervention effectiveness from participation compliance
(Google Workspace)
Solve # 2—Grading for Equity
Loss
14.6K extra steps/yr
10K+ error-risks/yr
100% of learners w/o mastery data
Time unseen
~10 yrs
Bystanders
≈22ppl/yr
When I saw
~5 mos
Gains
5x data visibility
80% fewer data-entry
touchpoints
62.5% fewer steps
100% fewer error-risks
GFE Gallery Walk Rubric
Description
The Grading for Equity Change Management System is a performance measurement ecosystem built on a single premise: clarity makes the gap between current and target performance visible and closeable. When I implemented that principle on my own — despite being told not to — data visibility rose 5x while data-entry touchpoints dropped 80%, workflow steps dropped 62.5%, and error-risk operations were reduced by 10,000+ annually. The system scales through consistent performance standards and a recursive peer calibration protocol that makes evaluation a structured, self-propagating team practice — without depending on any individual to carry it.
For the protocols for implementing this tool, read If the Target Were Equity.
For the story behind the system, read Learner-Centered Design and Organizational Improvement Are the Same Move.
Skills
- end-user-centered systems design
- performance measurement architecture
- organizational change management
- scalable implementation
- compounding ROI
Solve # 3—Recruiting Optimization Initiative
Loss
0 Black male participants
2 program sections on 1 site
Bystanders
≈65
Time unseen
10+ years
When I saw
<1 Day
Gains
10 Black male participants
4 sections
17-site influence
The 2nd Time
Description
For over a decade, zero Black males enrolled in a youth development program despite representing approximately 20% of the eligible cohort — a structural access failure visible in the data to anyone asking who was missing. I redesigned the recruitment process that had been quietly maintaining the exclusion, increasing Black male representation 200–500%. The solution scaled first across my department, then my branch, then was requested across a 17-site organization serving hundreds of thousands.
Skills
- systems thinking applied to enrollment data
- structural gap identification
- equity-centered process redesign
- scaling without positional authority
Solve # 4—Logistical System Process Improvement
Loss
50% of tram legs empty
200% increase in average customer wait times
Bystanders
4 managers
100+ team
Time unseen
1 month
When I saw
<1 hour
Gains
0% of tram legs run empty
The 1st Time
Description
A new after-hours programming launch required simultaneous inbound and outbound guest transport across a theme park’s tram system. Management’s solution — splitting the fleet — created empty vehicles passing waiting crowds, doubling wait times and compounding an already high-stakes safety environment. Within an hour of the first deployment, I identified existing geographic resources, equipment, and trained personnel that the four-person management team and 100+ staff had not recognized, and designed a routing overhaul that eliminated 100% of empty tram legs and erased the safety risk.
Skills
- real-time operational diagnostics under high-stakes conditions
- resource recognition within existing infrastructure
- process redesign without positional authority
- safety risk identification and mitigation
