I’m an educator, learning designer, and neuroscience PhD candidate with a background in teaching, mentoring, research, and student support. Across each of those roles, I’ve been drawn to the same challenge: helping people make sense of complex information and feel more confident navigating learning.
My experience spans college classrooms, tutoring and peer mentoring, course resource development, scientific research, and self-paced educational content. That combination has shaped the way I approach instructional design—with empathy for the learner, respect for the subject matter, and a focus on creating experiences that are clear, practical, and genuinely useful.
Turning Complex Ideas Into Better Learning
How I Got Here
My path into learning design grew naturally out of my experiences in higher education. While completing my neuroscience training, I taught and supported students across courses ranging from general biology and microbiology to cell biology, neurobiology, and mental illness. I found that the work I enjoyed most often happened at the intersection of content and learning—figuring out why students were struggling, reorganizing information, creating clearer explanations, and designing resources that made difficult material more approachable.
That interest extended beyond the classroom. As a tutor and peer mentor, I helped develop student-support programs and resources; as a researcher, I learned how to analyze complex information and communicate it clearly; and as an educator, I gained firsthand experience seeing how different students respond to different approaches to learning.
Experience and Highlights
Teaching & Course Support
Supported students across biology, microbiology, cell biology, neuroscience, and related courses through guest lectures, grading, office hours, and course communication. This experience strengthened my ability to identify common points of confusion and explain complex material clearly.
Student Success & Mentoring
Supported students through tutoring, peer mentoring, honors mentoring, and academic guidance. These experiences shaped my learner-centered approach and taught me to design support around the real challenges students face.
Project Development & Research
Managed multi-stage research projects involving experimental planning, protocol development, troubleshooting, data organization, and long-term coordination. Lab work strengthened my ability to manage competing priorities, adapt when plans changed, and move complex projects from initial question through completion.
Learning & Resource Design
Designed lectures, graphical syllabi, exam-preparation workbooks, instructional videos, and supporting learning resources. I focus on organizing information clearly, breaking complex processes into manageable steps, and choosing formats that support the learner.
Research & Communication
Conducted doctoral research involving data analysis, scientific writing, and presentation of complex findings to academic audiences. These experiences strengthened my ability to evaluate evidence and communicate technical information clearly.
Technology & Digital Learning
Experience creating and delivering learning through tools such as Canva, PowerPoint, Teachable, Zoom, Squarespace, and other digital platforms, with a focus on clear organization and accessible learner experiences.
How I Approach Learning Design
I believe effective learning design starts with understanding the learner. I look for the points where information becomes confusing, expectations become unclear, or learners are asked to perform a skill they were never explicitly taught. From there, I focus on organizing information, reducing unnecessary cognitive load, providing meaningful structure, and giving learners opportunities to actively engage with what they are learning.
What I’m Looking For
I’m especially interested in opportunities where I can combine instructional design, teaching and learning, and student support to create educational experiences that are clear, engaging, and genuinely useful. I’m drawn to work that involves collaborating with faculty, staff, or subject-matter experts to improve courses, resources, and learning experiences.
I’m particularly excited by roles that value learner-centered design, thoughtful problem solving, and evidence-informed practice. Whether the setting is higher education, student success, healthcare, or another education-focused organization, I’m looking for work where I can help make complex information more approachable and support people in learning with greater confidence.