About Me
Where my work comes together
Select a role, an overlap, or the center.
I’ve taught science, physics, and engineering from kindergarten through graduate courses, and led teacher workshops and virtual missions to the Moon and Mars.
I work with experts to turn complex ideas into practice, feedback, and assessment, and I love using AI to prototype, test, and push those ideas further. At Duke, that’s more than 50 online courses and Specializations.
I’m PMP®-certified. I help my teams agree on what we’re making, who owns each part, and when decisions are due, then keep the work moving.
I turn standards and goals into essential questions, “I can” statements, and a sequence of practice that builds toward them.
I’ve rolled out Engineering is Elementary across schools, coached teachers, and trained faculty to use new tools and course resources.
I make design decisions inside real timelines, reviews, and budgets, with faculty, media teams, and partners.
Hands-on learning that’s grounded in how people learn, designed with experts, and built well with a team.
How I got here
From a backyard telescope to graduate study in how people think and learn, science and learning have always gone together for me. Over time, teaching, curriculum, learning design, and project management have grown into one practice.
It started with a telescope in the backyard and a lot of questions about what’s out there. STEM and learning have brought me joy for as long as I can remember.
Studied physics, with undergraduate research on stellar spectra and mathematical biology.
While finishing the degree and running STEM outreach for fun, I started designing and teaching my own courses for gifted 5th–9th graders across North Carolina through Duke TIP. I loved it, and it shaped the next several years of my career.
Took graduate education courses, led physics labs and recitations as a Teaching Assistant, and designed workshops that helped Durham teachers bring physics into their classrooms.
Focused on digital technologies and curriculum design. The work led to two articles in Science Scope, Science meets engineering and Engineering technology for the digital world, a co-authored book chapter, Science teacher attitudes and beliefs, and several conference presentations.
In my first instructional design and project management role, I led online courses and programs, including UNCG’s first MOOC, on the soul and the search for meaning. I kept teaching for Duke TIP on weekends, in summers, and online.
Taught middle and high school science. Being back in a classroom pulled me further into STEM education research.
Helped design mixed-methods research on the Engineering is Elementary curriculum from the Museum of Science, Boston, and designed and led professional development for the teachers using it. The research led to a co-authored paper in the Journal of Research in Science Teaching, “Getting along” and “using evidence” in elementary engineering.
See the teacher institute and water filter challengeAs lead Blackboard administrator, I built bootcamps, workshops, and resources that supported faculty and staff across campus.
Joined Duke as a Learning Experience Designer specializing in STEM, became a Senior Learning Experience Designer a year later, and now lead STEM course design and development. Earned the PMP® in 2025. These days, AI is one of my favorite tools. I use it to prototype interactives in hours instead of weeks, built the Interactivity Generator so faculty can do the same, and helped design AI for Nurses with RNs in co-design sessions.
Learning products that give people more ways to explore, practice, and connect what they’re learning to their lives. I’m especially excited about teams using AI to try bold new ideas in teaching and learning, carefully and with learners at the center.
Learners I’ve worked with
I’ve taught a range of STEM subjects and learners at different levels. Many of those experiences called for me to develop the curriculum and the learning design together. I see them as closely connected: the curriculum gives us a meaningful destination and the learning design helps learners find their way there.