Student Leadership & Success Studies - UVU Course
Student Leadership & Success Studies - UVU Course
Embedded Files
Analysis
Prompted by changing student needs and low enrollment in a non-required student success course, we conducted a comprehensive analysis to better understand learner profiles and course perception. Many students lacked academic confidence, social capital, and foundational skills for college success. The course also carried a “remedial” reputation, leading to hesitancy from senior leadership to recommend it. To make a data-informed case for redesign, we gathered SRI data and conducted propensity score matching, which revealed a statistically significant improvement in student outcomes for those who took the course.
Design
Our learning objectives were restructured to help students:
Navigate college life effectively
Build academic and personal success skills
Cultivate post-college confidence
Embrace lifelong learning
To support these objectives, we incorporated case studies, student success literature, and learning science into the curriculum to balance practical guidance with evidence-based strategies.
Development
The course was developed in Canvas, with collaboration from senior leadership across academic and student affairs. We conducted several pilot runs to refine both content and delivery. While we did not create formal design documentation like storyboards, iteration through pilot feedback served a similar purpose.
Implementation
We launched the redesigned course in both in-person and hybrid formats. I served as both an instructor and instructional designer, ensuring alignment between content and learner experience. New facilitators were supported through targeted trainings and workshops to maintain course fidelity and quality during scale-up. The launch proceeded smoothly, with change management being the primary focus rather than logistical challenges.
Evaluation
Post-redesign, the course continued to demonstrate a positive impact on student retention and success, supporting the case for ongoing institutional support. Evaluation methods included ongoing data review and pilot feedback. Future iterations may benefit from a more formal alignment between objectives and assessment strategies.
How People Learn - Harvard Course
How People Learn - Harvard Course
Analysis
Originally offered as an optional summer course, How People Learn showed promising results in helping incoming students transition into graduate study. Based on its positive impact, the Dean’s Office prioritized scaling the course into a mandatory, school-wide experience for all newly admitted students. Our learners were incoming graduate students from diverse professional and academic backgrounds, requiring a design that would be both foundational and inclusive.
Design
The core objective was to help students explore:
How people learn across the lifespan—from childhood through adulthood
The cognitive, emotional, and social influences on learning
The role of facilitators and educators in shaping learning experiences
Faculty members led the instructional design, while I contributed by researching and curating relevant resources, evidence, and feedback from past iterations to inform course development.
Development
While the faculty owned the formal development, I supported the backend work by helping assemble content recommendations, organizing research, and preparing data to justify the course’s broader rollout. We worked on a tight timeline—approximately 8 months (two semesters)—to prepare for the university-wide launch.
Implementation
The course was delivered asynchronously, allowing students to engage with the content at their own pace before the start of the academic year. Teaching Assistants were assigned to facilitate discussions and support engagement across cohorts. My role during implementation included coordinating with faculty and stakeholders to ensure readiness for scale.
Evaluation
Although I was not involved in the long-term assessment, the expansion itself was driven by data collected from earlier cohorts. I helped compile and present this impact data to stakeholders to support the case for institutionalization. Ongoing feedback loops were expected to be maintained by course faculty and TAs for future iterations.
First-Year Seminar Committee
First-Year Seminar Committee
Analysis
As part of a university-wide exploratory committee, we were tasked with assessing the potential value and feasibility of implementing a first-year seminar program, a widely recognized high-impact practice (HIP) for improving student retention and success. Our primary learners were first-year undergraduate students, many of whom needed stronger academic onboarding and community-building experiences to succeed.
To guide our recommendations, we reviewed leading research, case studies from peer institutions, and existing models cited in industry literature (e.g., AAC&U). This foundational research helped us assess viability and establish shared understanding across academic units.
Design
Our proposed learning objectives were aligned with Bloom’s Taxonomy, focusing on critical thinking, self-reflection, academic skill development, and university engagement. However, the design phase proved challenging due to cross-departmental differences in vision, academic priorities, and desired course outcomes. We explored multiple models—from thematic, discipline-specific seminars to general academic success frameworks.
Development
Due to budget constraints, a non-mandatory policy, and competing priorities among academic departments, the program remained largely theoretical during our committee’s tenure. While we did not create physical course materials or prototypes, we did develop strategic recommendations and potential structures for future implementation.
Implementation
While the full first-year seminar program was not launched due to institutional and political complexities, the committee’s work directly informed the creation of a two-day university-wide orientation seminar for all first-year students. This event focused on building early engagement, easing the college transition, and providing students with foundational tools for academic success.
Evaluation
As a pilot effort, the two-day seminar allowed the university to test some of the committee’s ideas in a more politically and financially feasible format. While formal evaluation measures were not led by the committee, this pilot laid groundwork for future assessment and ongoing conversations around scalable first-year experiences.
Events Management - Shanghai Normal University
Events Management - Shanghai Normal University
Events Management - Shanghai Normal University
As part of an international partnership between Shanghai Normal University and Utah Valley University, I co-taught a business-focused Events Management course, supporting a faculty member in delivering course content to students in Shanghai.
My role included:
Presenting on key topics in event planning and execution
Assisting students through small group activities, applied learning exercises, and project work
Providing individualized feedback, answering questions, and supporting classroom engagement
Exploring event models ranging from intimate family and business gatherings to large-scale enterprise experiences, such as those produced by Disneyland
This cross-cultural teaching experience deepened my global perspective on event strategy and strengthened my ability to communicate complex ideas across diverse learner backgrounds, while supporting real-world applications in the event and hospitality industries.
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