Academic Leadership
My academic leadership work focuses on improving systems that support student learning, faculty effectiveness, and access to higher education. I am particularly interested in the intersection of curriculum, teaching and learning, academic policy, and institutional change—especially projects that move from an idea or identified need to practical implementation.
From 2021–2023, I served as Interim Assistant Provost at Snow College. In that role, I worked across academic departments and administrative units on curriculum, general education, assessment, faculty development, program review, transfer and articulation, prior learning, educational technology, and other Academic Affairs initiatives.
Curriculum & Academic Programs
Much of my leadership work has centered on curriculum and academic program development. I have chaired and supported curriculum and general education committees, worked with faculty and academic leaders on curriculum policy and processes, participated in statewide general education work, and helped develop new approaches to competency-based education and credit for prior learning.
I have also worked with external partners on transfer and articulation agreements and with faculty, institutional research, and academic leadership on program review and assessment.
Innovation & Program Development
I enjoy building new academic programs and systems, particularly when they create more flexible pathways for students.
As co-chair of Snow College's Microcredentialing and Digital Badging Committee, I helped lead the development and implementation of the college's microcredential program. This work included developing institutional processes, working with faculty to create credentials, and providing workshops and training. During the program's first year, Snow offered 54 microcredentials and awarded credentials to 112 students.
I also helped lead Snow College's development and implementation of competency-based education and have been involved in institutional work related to accelerated online learning, prior learning assessment, and other alternative approaches to helping students demonstrate and receive credit for learning.
Assessment & Continuous Improvement
I have worked extensively with faculty and institutional leaders on assessment of student learning and academic programs. This has included coordinating general education assessment, supporting program review, working with Institutional Research, reviewing assessment reports, and helping faculty use evidence to improve curriculum and instruction.
My interest in assessment is closely connected to my work as a faculty member: I see assessment as most useful when it helps answer meaningful questions about what students are learning and what we can do better.
Faculty Development & Teaching Excellence
Supporting faculty has been a consistent part of my leadership work. I have planned and facilitated faculty workshops, professional development programs, and conversations around curriculum, assessment, teaching, and student success.
More recently, this work has included serving as an Online Mentor, reviewing faculty online courses for alignment with institutional standards, serving on Snow College's Online Excellence Committee, and developing online faculty-development materials focused on intentionally incorporating durable skills such as teamwork into college courses.
Across these roles, I am most interested in academic leadership that results in practical improvements: clearer systems, stronger programs, better-supported faculty, and better learning experiences for students.
From 2021–2023, I served as Interim Assistant Provost at Snow College. In that role, I worked across academic departments and administrative units on curriculum, general education, assessment, faculty development, program review, transfer and articulation, prior learning, educational technology, and other Academic Affairs initiatives.
Curriculum & Academic Programs
Much of my leadership work has centered on curriculum and academic program development. I have chaired and supported curriculum and general education committees, worked with faculty and academic leaders on curriculum policy and processes, participated in statewide general education work, and helped develop new approaches to competency-based education and credit for prior learning.
I have also worked with external partners on transfer and articulation agreements and with faculty, institutional research, and academic leadership on program review and assessment.
Innovation & Program Development
I enjoy building new academic programs and systems, particularly when they create more flexible pathways for students.
As co-chair of Snow College's Microcredentialing and Digital Badging Committee, I helped lead the development and implementation of the college's microcredential program. This work included developing institutional processes, working with faculty to create credentials, and providing workshops and training. During the program's first year, Snow offered 54 microcredentials and awarded credentials to 112 students.
I also helped lead Snow College's development and implementation of competency-based education and have been involved in institutional work related to accelerated online learning, prior learning assessment, and other alternative approaches to helping students demonstrate and receive credit for learning.
Assessment & Continuous Improvement
I have worked extensively with faculty and institutional leaders on assessment of student learning and academic programs. This has included coordinating general education assessment, supporting program review, working with Institutional Research, reviewing assessment reports, and helping faculty use evidence to improve curriculum and instruction.
My interest in assessment is closely connected to my work as a faculty member: I see assessment as most useful when it helps answer meaningful questions about what students are learning and what we can do better.
Faculty Development & Teaching Excellence
Supporting faculty has been a consistent part of my leadership work. I have planned and facilitated faculty workshops, professional development programs, and conversations around curriculum, assessment, teaching, and student success.
More recently, this work has included serving as an Online Mentor, reviewing faculty online courses for alignment with institutional standards, serving on Snow College's Online Excellence Committee, and developing online faculty-development materials focused on intentionally incorporating durable skills such as teamwork into college courses.
Across these roles, I am most interested in academic leadership that results in practical improvements: clearer systems, stronger programs, better-supported faculty, and better learning experiences for students.
