Course & Learning Experience Design
I design courses, modules, assignments, and digital learning experiences that make learning goals visible, course structures intuitive, and meaningful participation possible for a wide range of learners. My approach combines backward design, active learning, Universal Design for Learning, accessibility, and purposeful use of educational technology.
The examples below highlight selected course and learning experience design projects across online learning, faculty development, and assignment design.
Course Designs
Introduction to Sociology
Online asynchronous course | Canvas & Moodle
Designed to help students move beyond memorizing sociological concepts and begin using sociology as a way of interpreting everyday life. Each module opens with a concrete social question or experience, then guides students through content, application, assessment, and reflection using a consistent Prepare → Activate → Navigate → Demonstrate → Articulate structure.
The design emphasizes accessible content, low-stakes practice, active application, and repeated movement between personal experience and sociological explanation. Predictable navigation and clear alignment support students who may be new to both sociology and online learning.
The course received the 2026 Instructure Academic Excellence Award for Outstanding Course.
→ View course design (coming soon)
Accelerated Social Research Methods
8-week online asynchronous course | Canvas & Moodle
Redesigned to address a central challenge of accelerated methods instruction: students must learn to make and integrate complex research decisions in half the usual time. Rather than compressing a traditional semester course, the course is organized around the staged development of a research proposal, with each week advancing a specific design decision such as question formulation, measurement, method fit, ethics and feasibility, literature integration, or revision.
Backward design, scaffolded assessment, and iterative feedback distribute the cognitive work of the final proposal across the term. A consistent module rhythm supports pacing, while weekly deliverables allow students to practice methodological reasoning before integrating those decisions into a complete research design.
→ View accelerated course design (coming soon)
Senior Sociology Capstone
In-person, project-based course | Moodle & collaborative digital tools
Redesigned a senior research capstone to address common challenges in collaborative projects, including uneven workloads, unclear communication, last-minute work, and fragmented final products. Student teams completed original community-engaged research while using an Agile-informed workflow built around research sprints, stand-ups, Kanban boards, and retrospectives.
The semester was organized into five iterative research sprints spanning research planning, literature review, data collection, analysis, and final reporting. Visible workflows made responsibilities and dependencies easier to manage, while regular stand-ups and retrospectives created structured opportunities for teams to identify obstacles, redistribute work, and revise their collaboration practices.
The design treats project management as part of the learning experience itself, helping students develop research skills alongside transferable competencies in teamwork, communication, accountability, and professional practice.
→ View course design (coming soon)
Professional Learning Design
LLCC AI Teaching Guide
Self-paced faculty development course | Canvas
Adapted and contextualized from Stanford’s Teaching with AI resources for LLCC faculty, this self-paced guide organizes foundational AI literacy, course expectations, assignment design, assessment integrity, and practical teaching applications into a coherent professional learning experience. The design emphasizes faculty agency, human judgment, transparency, and direct application to instructors’ own courses.
Assignment & Module Design
AI-Assisted Sociological Analysis
Designed a scaffolded assignment in which students use generative AI as part of a sociological analysis process while remaining responsible for interpretation, evaluation, and final academic judgment. The assignment makes AI use visible and purposeful rather than incidental, asking students to evaluate both sociological explanations and AI-generated content.
The design emphasizes disciplinary thinking, AI literacy, transparency, and student ownership of the final work.
→ View assignment design (coming soon)
Doing Gender: From Concept to Observation
Designed an applied learning experience that moves students from sociological theory to systematic observation and analysis. Students use structured observation to examine how gender is produced in everyday interaction and connect empirical evidence to sociological claims.
The activity combines conceptual learning with research-method skills, helping students practice how sociologists move from abstract theory to evidence-based interpretation.
→ Forthcoming in Teaching Sociology
Research-to-Teaching Activity Design
Developed classroom activities that translate published sociological research into active learning experiences. These designs use research findings, data, and disciplinary questions as the basis for student analysis rather than treating scholarship only as assigned reading.
The approach helps students engage with how sociological knowledge is produced while giving instructors adaptable ways to connect current scholarship to course concepts.