Beyond the Build
A learning experience is never truly finished. Some of the most impactful design happens through reflection, collaboration, and continuous improvement after a course has already been taught. The work below highlights how I partner with faculty and stakeholders to evaluate learning experiences, help redesign elements of their course, facilitate evidence-based retrospectives, and thoughtfully evolve courses over time. Although each project addresses a different challenge, they are all guided by the same human-centered approach, one rooted in empathy, curiosity, and continuous improvement. My goal is to create learning experiences that are meaningful, sustainable, and responsive to the needs of both learners and educators.
Negotiations Course Assessment Redesign
A faculty consultation that evolved into a comprehensive course redesign, transforming challenges into opportunities for authentic assessment, responsible AI integration, and a more meaningful learning experiences.
Context
A Ross faculty member approached our Learning Experience Design team after attending one of our faculty presentations, seeking support with two persistent challenges in their in-person negotiations course: managing student absences during partner-based simulations and redesigning written assessments in response to generative AI. As our conversations evolved, it became clear these challenges reflected broader opportunities to improve the overall learning experience. What began as targeted consultation expanded into a comprehensive redesign that included assessments, negotiation simulations, course policies, Canvas organization, instructional materials, and the syllabus.
Approach
As the Learning Experience Designer, I served as the faculty member's primary design partner, facilitating consultations, developing prototypes, proposing instructional strategies, and managing the project from concept through implementation. By creating an organized project plan, communicating proactively, and working efficiently around the faculty member's busy schedule, we were able to expand the project well beyond its original scope. In addition to redesigning the learning experience, I refreshed and optimized instructional materials throughout the course to create a more accessible, cohesive, organized, and sustainable experience for both learners and the instructor. Rather than treating AI as something to prohibit, we redesigned assessments that encouraged students to engage with it critically and responsibly, while also reimagining negotiation simulations to better accommodate attendance variability without compromising the intended learning outcomes.
Impact
Throughout the project, I remained mindful that meaningful learning experiences should be enjoyable for instructors as well as learners. Early in our conversations, the faculty member shared that they wanted to feel more confident managing complex classroom situations and to rediscover the joy of teaching the course. That perspective became an important design consideration. By reducing ambiguity, strengthening authentic assessment, streamlining course materials, and creating more sustainable instructional practices, the redesigned course better supported both teaching and learning. By the end of the project, the faculty member expressed genuine excitement about teaching the course again, reinforcing my belief that when instructors feel confident, supported, and energized, they create richer, more engaging learning experiences for their students.
Entrepreneurship Course Rework
A comprehensive course rework that showcases project leadership, stakeholder management, and cross-functional collaboration while guiding an evolving redesign from concept through implementation.
Context
After teaching their Entrepreneurship course twice, the faculty member wanted to transform a course originally developed by another instructor into one that reflected their own teaching philosophy and approach. What began as a modest rework quickly expanded into a comprehensive redesign involving new instructional materials, two additional modules, media production, and improvements throughout the Canvas course. As the scope evolved, the project required balancing ambitious goals with a short timeline while coordinating contributions across multiple stakeholders.
Approach
As both the Learning Experience Designer and project manager, I served as the faculty member's primary design partner throughout the rework. I developed customized project management tools, coordinated deliverables, managed timelines, and facilitated communication between the faculty member, media team, and other stakeholders to ensure every component of the course progressed together. Because adding two new modules affected the structure of the entire course, I carefully managed dependencies across instructional content, media production, and Canvas development while anticipating needs, consolidating questions into weekly updates, and reducing the faculty member's administrative workload so they could focus on high-value design decisions.
Impact
The success of the project was built on trust, adaptability, and clear communication. As confidence in the redesign grew, so did the faculty member's willingness to pursue additional ideas that strengthened the course beyond its original scope. By creating structure within an evolving project, coordinating work across multiple teams, and maintaining momentum despite competing priorities and limited availability, we successfully launched the redesigned course on schedule. This experience reinforced my belief that effective project management is ultimately about enabling people to do their best work. When stakeholders feel supported, informed, and confident throughout the process, collaboration becomes more productive, creativity flourishes, and stronger learning experiences emerge.
Course Retrospectives & Evidence-Based Redesign
An evidence-based retrospective process that translated learner feedback, faculty perspectives, and course evaluation into collaborative redesigns that strengthened future iterations of existing learning experiences.
Context
As part of the Learning Experience Design team's continuous improvement process, I facilitated retrospectives for the Coaching & Mentoring and Mergers & Acquisitions elective courses following their initial offerings. Within my first month on the team, I recognized an opportunity to bring greater structure to the retrospective process and developed a repeatable framework that guided faculty and instructional support staff from evaluation through implementation. The framework received positive feedback from my supervisor, teammates, and faculty while providing a more consistent and actionable approach to course improvement.
Approach
Because I was not the original learning designer for either course, I intentionally approached each review with fresh eyes, completing full course reviews myself before analyzing student feedback. Comparing my own observations with learner evaluations allowed me to identify recurring patterns, validate opportunities for improvement, and facilitate evidence-based conversations with faculty. Recommendations included redesigning assignment rubrics to clarify learner expectations and developing a pre-course readiness assessment that helped instructional staff proactively support students while preserving course accessibility. Throughout the process, I led all of the retrospective and rework meetings, created visual slide decks and prototypes, developed reusable templates, managed multiple redesign timelines, and facilitated collaborative discussions that balanced learner needs, faculty goals, and implementation feasibility.
Impact
Perhaps the most valuable lesson from these projects was that effective retrospectives require as much empathy as they do evidence. Reviewing a course that has taken a year to design and then teach can feel deeply personal, so I approached every conversation with humility, respect, and a shared commitment to continuous improvement. By grounding recommendations in evidence while creating space for stakeholder perspectives, I helped foster trust, encourage open dialogue, and build consensus around sustainable improvements. These experiences reinforced my belief that successful learning design extends beyond creating courses. It also means designing the conversations, workflows, and partnerships that allow learning experiences to continually evolve.