Portfolio

In this project, I collaborated with academic stakeholders to modernize two high-stakes assignments. By ‘playing’ with the task architecture and experimenting with new inquiry methods, we created a more robust student experience. I developed comprehensive rubrics that focused not just on completion, but on the application of core knowledge, ensuring that the assessment truly reflected the curriculum’s importance

This is great feedback, and I have incorporated these suggestions into the assignments. I wanted to thank you for spending the time to talk with me and learn about the course and offering your advice. Thanks again and I will be back in touch for a new course I am teaching in – Course Director, Social Sciences

 In this course group work was a core learning outcome, students were struggling to stay engaged with the collaborative process. Despite the implementation of standard best practices, such as team contracts and structured in-class activities—the “human element” of teamwork remained a significant barrier to success.
The Intervention: I designed and developed a 10-week blended learning arc specifically focused on the “soft” skills of collaboration. Rather than relegating group dynamics to a single introductory lecture, I created a series of weekly digital touchpoints. These short, asynchronous segments prepared students to engage more deeply during face-to-face tutorials, allowing the lecturer to facilitate activities tailored to the specific stage of the group’s lifecycle.
The Strategy: Reframing the Narrative A key pillar of this project was a pedagogical shift from crisis management to proactive growth. For example, when addressing conflict, I moved away from “how to fix problems” toward “how to leverage tension.”
“Conflict isn’t a failure; it’s a sign your group is engaging with different ideas. Managed well, it surfaces new perspectives and strengthens decision quality.”
By normalizing the “storming” phase of group development, we reduced student anxiety and empowered teams to view friction as a necessary step toward high-quality outcomes.

I co-authored the chapter “Designing for Empathy: Relational Learning in an Online Classroom“ for the book Education Without Boundaries. This work explores how to foster deep, human connections in asynchronous environments, challenging the idea that digital learning is inherently “cold” or transactional.
The Innovation: To move beyond transactional online interactions, we implemented a Virtual Travel Journal. This was more than a blog; it was a reflective, role-playing space where students shared narratives and cultural perspectives By documenting their “journey” through the course, students were encouraged to:
Build a “relational bridge” that persisted throughout the semester.
Share personal narratives and cultural perspectives.
Practice radical empathy by responding to peers’ lived experiences.
The Impact This project demonstrates my ability to bridge the gap between theoretical research and practical design. By prioritizing relational learning, we achieved higher levels of student persistence and transformed the “cold” virtual environment into a vibrant, empathetic community of inquiry.

“I’ll be honest, at first, I wasn’t entirely sure about some of the online strategies you were pitching. It felt like a big shift from how I usually taught. But you stayed in my corner throughout the entire redesign, and once the semester started, it all clicked. You didn’t just tell me how to teach online; you showed me how to make it feel as real and connected as a face-to-face class. – Course Coordinator, German Studies