I help organizations turn ambitious ideas into effective programs, pathways, and learning experiences. For more than 20 years, I have led work across education, workforce development, and organizational strategy, with deep experience in adult learning, program design, compliance, accreditation, and continuous improvement.
My work centers on creating systems and experiences that are responsive, accessible, and built to scale. I have led major program redesigns, guided complex initiatives through approval and accreditation processes, and developed new pathways that expand opportunity for learners and strengthen the organizations that serve them.
I believe meaningful innovation is not about chasing what is new. It is about listening first, challenging assumptions, and creating solutions that work for the people they are meant to serve.
I have built my career around the belief that leadership is about responsibility, responsiveness, and service. For more than 20 years, I have worked across education, professional learning, workforce development, and organizational strategy, helping organizations turn complex ideas into thoughtful, practical solutions that better support the people they serve.
My work has focused on adult learning, strategic design, compliance and approval, continuous improvement, and expanding access in ways that improve outcomes. I am especially motivated by opportunities to remove barriers, strengthen systems, and turn complex ideas into practical change.
Throughout my career, I have led work that moves from strategy through implementation. That has included redesigning large program portfolios, developing new degrees, certificates, and specialized pathways, expanding online access, supporting faculty and program leaders, navigating complex approval and accreditation processes, and building partnerships that connect learning to broader community and workforce needs.
My strengths combine strategy, design, implementation, partnership building, and continuous improvement.
Translating learner, workforce, and organizational needs into relevant learning experiences across in-person, virtual, hybrid, and online environments.
Taking complex ideas from early concept through design, approval, implementation, scale, and refinement.
Building flexible, accessible pathways that connect learning to career mobility, workforce needs, and changing learner expectations.
Bringing institutions, school systems, government agencies, nonprofits, and workforce partners together around shared goals and practical solutions.
Using data, feedback, assessment, and implementation learning to strengthen programs, improve outcomes, and scale what works.
Leading complex approval, accreditation, licensure, compliance, and reporting work across institutional, state, federal, and accreditor requirements while keeping program quality and implementation at the center.
My career has grown from teaching and curriculum design into program innovation, organizational leadership, and complex change at scale.
Built a foundation in adult learning, faculty development, curriculum design, instructional quality, and professional learning through higher education teaching, program leadership, and curriculum design and professional development consulting.
Expanded into academic administration, doctoral-level teaching, accreditation work, faculty leadership, state approvals, and new program development through roles as an associate professor, assistant dean, and post-doctoral guest professor.
Joined Arizona State University and progressed through faculty advancement from Instructor to Clinical Associate Professor while moving from project coordination into program strategy and senior program leadership. During this period, I led student success initiatives, lower-division transformation, certificates, specialized pathways, and undergraduate program redesign.
Led a large undergraduate portfolio as Associate Director of Undergraduate Programs while advancing to Clinical Professor. The work spanned reduced-credit degrees, online program expansion, workforce pathways, clinical experience redesign, strategic partnerships, regulatory approvals, and implementation at scale.
Led the redesign, implementation, and continuous refinement of undergraduate programs, including new program maps, common assessments, progression indicators, policy changes, and expanded professional experiences.
Developed new degrees, certificates, specialized pathways, and interest areas that give learners more flexible and personally meaningful ways to reach academic and professional goals.
Conceived and led the development of ASU Teaching Fellows, a flexible, accelerated pathway designed around the realities of working paraprofessionals and built to address educator workforce needs.
Led the shift from disconnected upper-division internships to clinically embedded coursework, coordinating curriculum design, major-map revisions, approvals, faculty preparation, advising, and clinical experience operations.
Led complex approval work across institutional, state, and accreditation processes, translating ambitious program ideas into approved, implementable pathways while coordinating academic, regulatory, and operational requirements.
Co-led a comprehensive analysis of faculty workload and enrollment trends, developed a new credit-hour workload model, secured executive approval, and helped implement a more consistent system without negative instructional budget implications.
Four examples that show how I frame complex challenges, build the right approach, and move work toward meaningful results.
Working paraprofessionals needed a realistic route to a degree and teacher certification without stepping away from their jobs or navigating a traditional program structure that did not fit their lives.
Designed a flexible, accelerated, job-embedded pathway around adult learners, combining a distinctive course structure, cohort support, school-based learning, and coordinated academic and operational systems.
ASU Teaching Fellows launched with five cohorts and has prepared more than 250 new teachers while creating a scalable workforce pathway for school employees.
A complex undergraduate portfolio needed greater coherence, stronger student support, more flexible options, and clearer connections between coursework, professional experiences, and learner goals.
Led interconnected redesign work across programs, lower-division experiences, major maps, assessments, progression indicators, policies, certificates, and specialized pathways, coordinating academic and support units through implementation.
The work created a more coherent and flexible undergraduate experience, expanded student choice, and established structures for ongoing improvement across a portfolio serving more than 2,000 learners.
Reducing time and cost to degree required more than curriculum revision. The concept had to preserve quality, address licensure requirements, navigate multiple approval systems, and be translated into an implementable student experience.
Led design and cross-functional planning for 90-credit bachelor's degree pathways, aligning academic requirements, regulatory considerations, institutional approvals, accreditation, advising, disclosures, and implementation planning.
The initiative advanced through major institutional and external approval milestones, creating a new model for faster degree completion while maintaining academic and workforce relevance.
Professional experiences were distributed across separate internships and systems, creating an opportunity to build a more coherent connection between coursework, practice, mentoring, and program outcomes.
Led a multi-year shift to clinically embedded coursework, coordinating curriculum design, major-map changes, approvals, faculty preparation, advising, clinical operations, mentoring models, and district partnerships.
The redesigned system connects learning and practice across the program and includes new mentoring structures and a formal School-University Network supporting quality placements and stronger partnerships.
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Student evaluations, grand instructor mean of 3.84 out of 4.0
Student end-of-course survey, instructor level cumulative average: 4.87 out of 5
Student end-of-course survey: 4.9 out of 5
Student end-of-course survey, instructor level cumulative average: 9.89 out of 10 — 102 courses taught, 2002–2010
A national and international presenter on educator preparation, with invited engagements spanning Egypt, South Korea, Morocco, and the Netherlands.