Instructional Design
My work in instructional design brings together my background as a social scientist, educator, and faculty mentor. I call this approach Instructional Sociology: applying sociological insights about social structures, identity, and inequality to the design of teaching and learning environments. Just as instructional psychology uses cognitive science to guide pedagogy, instructional sociology highlights how factors like social support, belonging, accessibility, and institutional context shape student learning.
Grounded in the principles of Universal Design for Learning (UDL), I focus on creating equitable and engaging courses that support diverse learners. I have developed and facilitated faculty workshops on inclusive design, accessibility, and AI for teaching and learning, as well as designed original courses that put these practices into action.
This page highlights selected examples from my portfolio, including workshops, course/assignment designs, and resources I’ve created for faculty and students. Together, they reflect my philosophy: instructional design should not only enhance learning outcomes but also expand access, foster engagement, and prepare learners for a changing educational landscape.
Credentials & Training
My instructional design work is grounded in formal training in online course design, accessibility, assessment, and learning technologies. I have completed multiple nationally recognized certifications, including the Canvas Certified Educator program and Quality Matters–aligned coursework, which inform my approach to evidence-based, learner-centered design.
Faculty Workshops
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Explore how modular course design can improve course organization, student navigation, and engagement across online, hybrid, and face-to-face courses.
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In this hands-on workshop, faculty test an existing assignment with generative AI and use creative design prompts to strengthen the thinking, process, and learning it asks students to demonstrate.
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Item description
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This hands-on faculty workshop introduced participants to Universal Design for Learning.
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This workshop provided a primer on intentional slide design, integrating Mayer’s Cognitive Theory of Multimedia Learning, the POUR Accessibility Framework, and graphic design principles.
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This workshop introduced faculty to practical strategies for integrating generative AI into assignments using the SAMR model. Participants explored common student learning challenges, examined how AI can deepen engagement at different SAMR levels, and redesigned elements of their own assignments to promote critical thinking, transparency, and responsible AI use.
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Description:
Drawing from our study “Who Can Refuse? Attitudes About the Fertility Decisions of Wives and Husbands” (Oslawski-Lopez & Tabor 2024) and related TRAILS resource, this workshop modeled how to build course activities from published research. Participants engaged in a TRAILS resource demonstration and brainstormed strategies for connecting scholarship to teaching. -
15-minute primers on: Microsoft Accessibility Checker, Audio Descriptions, Links & Lists
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This session supported faculty in adopting web-accessible practices in digital course design, combining rationale, demonstration, and hands-on application.
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This workshop equipped instructors with tools for articulating and integrating the value of a liberal arts education. Activities included reflection, short lectures on liberal arts principles and the science of learning, and adaptable classroom exercises.
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15-minute primers on: GenAI Models; NotebookLM
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Generative AI has challenged long-held assumptions about learning, authorship, assessment, and expertise. Yet many faculty teaching statements were written before these shifts occurred and may not reflect instructors’ current beliefs about AI and teaching. This interactive workshop guides participants in identifying their AI teaching stance and revising their teaching statements to reflect enduring pedagogical values in the age of AI.