Curriculum & Program Design
Curriculum Design:
Career Accelerator Program
Project: Curriculum Development
Date: March 2019
Synopsis: The Career Accelerator series consists of four career development phases that are contingent on foundational tier completion for comprehensive student career-readiness and effectiveness. These workshops will be completed concurrent with the student’s respective undergraduate degree program. Throughout the series, students will participate in, and complete, a variety of career-related experiential learning activities. I designed the Global UCF CAP curriculum using the Universal Backwards Design (UbD) instructional design methodology; a process for course development that focuses first on identifying student learning goals, scaffolding assessments, and creating teaching methods around these goals to assist students in effectively mastering course content.
Professional Development Certification Design: Global Professional Certificate
Project: Certificate Development
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Date: March 2019
Synopsis: Upon the conclusion of the four tiers within the Career Accelerator, students received a certificate of completion. This certificate demonstrates that the student has successfully completed the Career Accelerator workshop series and effectively participated in the development of their self-awareness, career and industry knowledge, marketability, and an extensive set of professional development and career readiness competencies to maximize employability in the global workforce. I utilized Adobe InDesign and Canva to create the visual design Career Accelerator Program certificate.
Program Development:
Global UCF International Education
Project: Program Development
Date: March 2019
Synopsis: The Career Accelerator is a comprehensive professional development program for over 400 F-1 and J-1 international students enrolled in the Global UCF Global Achievement Academy; a pathway program for ESL students at the University of Central Florida. A series of workshops were delivered addressing the stages of career development, while demonstrating competencies for multicultural career counseling and development. The theories utilized are: Super’s Developmental Self-Concept Theory, Bloom’s Taxonomy, and Multicultural Counseling Theory; emphasizing exploration, identity-formation, and self-efficacy from a multiculturally-sensitive framework. I designed this international education career development program utilizing the ADDIE instructional design methodology. I utilized Gagne's 9 Events as the organizational strategy and I designed this program to include active learning activities as the delivery strategy. The development of the workshop series was created by using Mayers' 12 Principles of Multimedia Learning. I implemented and evaluated the program by using the Kirkpatrick Model: Four Levels of Learning. The curriculum was written by using the Universal Backwards Design (UbD) method; a goal-based framework for curriculum development. The Student Handbook consists of the curriculum, learning outcomes, learning format, workshop and event series, certification requirements, assessment, and evaluation criteria.
eLearning Course Design:
Global UCF Career Accelerator
Project: eLearning Course Design
Date: March 2020
Synopsis: Amid the COVID-19 pandemic, I converted the Global UCF Career Accelerator Program to an online delivery format via Canvas LMS. I designed the Career Accelerator eLearning course and workshops were delivered via the Zoom videoconferencing software. I developed the course Modules, Quizzes, Assignments, and Assessment for over 400 students enrolled and actively participating in the program. Students uploaded their professional development assignments through the Canvas LMS platform and all virtual workshop participation was logged in via the eLearning attendance tracker. Upon completion of the final assessment and workshop attendance, students received their Global Professional Certificate.
Curriculum Design and Program Development: Knights in Shining Armor 4.0 GPA
Project: Curriculum Design
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Date: January 2020
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Synopsis: The Knights in Shining Armor program at Global UCF consists of specialized events for Global UCF students who have obtained a 4.0 GPA and have exemplified extraordinary achievement within their academic program. Knights in Shining Armor is an exclusive opportunity for top performing students to receive specialized recognition and partake in complimentary professional development services at Global UCF such as: One-on-One Mentoring Program, Business Etiquette Dinner, and a Service-Learning Project. These tailored events will be completed concurrent with the student’s respective undergraduate degree program. Throughout the series, students participated in, and completed, a variety of experiential learning activities. Upon completion, students received a certificate distinction at the Global UCF Progression ceremony demonstrating their professional development competencies and the completion of each KSA event. As each student progressed through the Knights in Shining Armor program, they identified factors to increase their professional development, build meaningful relationships with industry mentors, learn etiquette techniques utilized in interviews and professional networking events, and gained pertinent skills for the workplace via experiential and volunteer activities.
UCF University Course Development:
LDR 2001 Leadership Studies
Project: Curriculum Design and eLearning Design
Date: August 2020
Synopsis: I designed the Canvas LMS course for LDR 2001 Foundations of Leadership and the international student section for the UCF Global Achievement Academy. The Foundations of Leadership course is tailored specifically to the needs of F-1 and J-1 international students enrolled in the Global UCF Pathway Program. The Global UCF Pathway Programs provides educational access for students pursuing a degree in the United States and it offers students the opportunity to join UCF undergraduate classes while fulfilling English proficiency requirements. Building upon assignments for freshman Leadership Studies students enrolled within the UCF LEAD Scholars Academy, new assignments and activities were designed to support the UCF Pathway Program students as they pursue immersive English language learning, engage in cultural events, and attend professional development training while completing their undergraduate courses. Coursework includes assignments and classroom activities with a global focus.
UCF Course Development and Campus Internationalization: Global UCF SLS 1501 B: Bridging Success in the University and Professional Life
Project: University Course Development and Internationalization
Date: May 2019
Synopsis: I designed the curriculum for the Global UCF SLS 1501 B Bridging Success in the University and Professional Life course, tailored specifically to the needs of F-1 and J-1 international students enrolled in the Global UCF pathway program. Building upon assignments for freshman students within a first-year seminar, new assignments and activities were designed to support the UCF pathway program students as they pursue immersive English language learning, engage in cultural events, and attend professional development training while completing their undergraduate courses. The Global UCF international student section syllabus and coursework was designed to be suited for student's individual skill sets as it pertains to their IELTS, TOEFL, and ITEP English Placement Exam results, as well as a cross-cultural and global emphasis within learning outcomes.
UCF Campus Internationalization:
Global UCF LDR 2001: Foundations of Leadership Global Achievement Academy
Project: University Course Development and Internationalization
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Date: January 2019
Synopsis: I internationalized the UCF LDR 2001 Foundations of Leadership course in the Global UCF Global Achievement Academy Pathway Program. Upon analysis regarding the original course learning outcomes, I enhance the global learning outcomes to corresponded with global competencies designed for F-1 and J-1 international pathway program students. I outlined the knowledge, skills, and attitudes in connection to the global learning outcomes, as well as the teaching strategies, activities, and course assignments. Assessment methods, co-curricular activities, and instructional materials were designed to provide culturally and linguistically inclusive framework for international education student services.
Teacher Training
Project: Faculty Development
Date: September 2021- Present
Synopsis: As an Instructional Specialist at the Faculty Center for Teaching and Learning, I teach IDS 6513, Preparing Tomorrow's Faculty, a face-to-face graduate course in the College of Graduate Studies. In this class, I teach new faculty members about student learning and motivation, integrated course design, teaching pedagogies, assessment and feedback, course climate, and career development. The textbook we use in this class is titled Teaching At Its Best, by Linda B. Nilson and it outlines best practices in teaching and learning.
Faculty and Staff Development: Academic Affairs Training
Project: Faculty and Staff Development
Date: April 2021
Synopsis: I designed and delivered the Academic Affairs Team Faculty and Staff Professional Development training, outlining best practices, professional development resources, and academic affairs credentialing opportunities. I utilized the ADDIE instructional design methodology to conduct a needs analysis regarding skills gaps and succession planning, design training materials aligned to learning outcomes, and implement guidelines for effective employee development.
Global Sales and Recruitment Employee Training
Project: Staff Development
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Date: June 2021
Synopsis: I designed and delivered the Shorelight Global Sales and Recruitment Team Americas training for our global recruitment division and channel partners in Latin America, China, and Europe. I utilized the ADDIE instructional design methodology; assessing the global sales and recruitment team needs, designing an effective training to align with learning outcomes, developing culturally inclusive materials, and subsequently evaluating the effectiveness of the training via qualitative surveys.
Leadership Development Employee Training
Project: Staff Development
Date: April 2021
Synopsis: I designed and delivered the Leadership Development Employee training outlining leadership theories, organizational development, and team building techniques in the workplace. This staff training included the Career Drivers assessment for employees to identify workplace values and motivations, prioritize areas for improvement, and develop a professional development plan aligned to company goals.
Diversity and Inclusion Training
Project: Staff Development
Date: October 2020
Synopsis: In conjunction with the Academic Affairs Team, I designed and delivered the Advanced Global Citizenship Diversity and Inclusion workshop. Based on the United Nations Educational, Scientific and Cultural Organization (UNESCO) global citizenship education goals, the GCC training focuses on global issues and challenges, with the aim of helping employees develop the attitudes, knowledge, and skills necessary to secure a more just, tolerant, inclusive, and sustainable world. Attendees participated in group activities and discussions regarding cultural and social identity, bias, discrimination, and intercultural communication.
Design Thinking: Employee Engagement and Team Building
Project: Staff Development
Date: June 2021
Synopsis: I designed and delivered the Design Thinking Employee Engagement and Team Building workshop and presented it along with the Vice President of Academic Affairs at Shorelight Education. Our workshop was delivered synchronously to the Global Sales and Recruitment Team Americas consisting of 45 full-time employees and included hands-on activities to utilize the 5 phases of Design Thinking: Empathize, Define, Ideate, Prototype and Test and utilized Kirkpatrick Evaluation Model to assess the effectiveness of the training program.
Adjunct Faculty Training Teaching Strategies
Project: Faculty Development
Date: August 2019
Synopsis: I designed and delivered the Global UCF Adjunct Faculty training under Academic Affairs Team to train new Global UCF adjunct professors regarding teaching strategies, course design, classroom management, inclusive teaching, summative and formative feedback, academic integrity, and intercultural competence. This training focused on cultural and social awareness and provided techniques and tools to enhance international student learning. I used the ADDIE instructional design methodology and Bloom's Taxonomy Of Learning Objectives.
Global UCF Student Staff Training: Employee Expectations
Project: Staff Development
Date: August 2019
Synopsis: I designed and delivered the Global UCF Employee training for our Go Teamer student staff, consisting of 25 employees. This training included professionalism activities, diversity and inclusion activities, employee expectations, and professional development training. Training included small group discussions, active-learning, and group work. I designed this training using Gagné's Nine Events of Instruction and utilized Bloom's Taxonomy Of Learning Objectives within group work and employee final presentations.
Strengths Quest Employee Team Building Workshop
Project: Staff Development
Date: November 2019
Synopsis: As the president for the Employee Engagement Committee at Global UCF Shorelight, I designed and delivered the Strengths Quest employee training to staff members to build upon individual strengths within a team structure with the aim of increasing employee engagement, retention, and productivity. I developed the employee engagement survey by identifying areas of employee improvement. The Strengths Quest Assessment hands-on training allowed employees to effectively work in teams and apply assessment results and knowledge within a practical setting.
Global UCF Employee Training:
Career Accelerator Program
Project: Staff Development
Date: September 2019
Synopsis: I designed and delivered the Global UCF Employee training for all departmental employees. The training included active-learning activities and group work, tailored to meet each division's initiatives; Academic Affairs, Student Services, and Leadership. I utilized the ADDIE instructional design framework: Analyze, Design, Develop, Implement, and Evaluate to create the workshop, training activities, and handouts.
