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I came to learning design through years of teaching ESL in community college and university programs. Subsequently, I spent over 20 years in higher education, across four institutions of higher education. I've worked at the intersection of teaching and learning design — helping faculty think through challenges, test ideas, and design learning experiences that are engaging, purposeful, and adaptable to new technologies.

A few areas where I bring particular expertise include:

• Rethinking assignments and assessments for an AI-aware era — from interactive oral assessments to other authentic ways of showing learning
• Designing formative feedback and peer review processes that help students refine their understanding and communicate their learning
• Blending the online environment with in-person teaching and learning. 

schedule an appointment With John

I have a professional background in curriculum and instructional design with a specialization in language pedagogy. I’ve taught courses in higher education, including college composition, language classes, and Internet English. My current research interests focus on second language writing, collaborative learning, peer feedback, process-based assessment, and technology-mediated social learning. At Brandeis, I collaborate with faculty to (re)design curricula and courses across modalities. 

A few areas where I bring particular expertise include:

• Designing collaborative activities and peer feedback/interactions to enhance engagement across modalities 
• Focusing on process-based assessment approaches that rethink learning in the age of AI 
• Redesigning college composition and language curricula through the integration of emerging technologies 

Schedule an Appointment With Renee

With extensive experience designing graduate courses, microcredentials, and scalable online learning at multiple institutions, I approach faculty partnerships collaboratively and with respect for individual teaching preferences. At Brandeis, I design industry-relevant learning experiences grounded in research-based pedagogy, Universal Design for Learning, and backward design. I’m especially interested in developing robust feedback practices and in helping instructors navigate the evolving landscape of AI in teaching and learning. 

A few areas where I bring particular expertise include:

• Leading microcredential development—from concept to design process creation to full launch
• Designing innovative, AI-enhanced assessments and learning experiences that reflect real-world industry practice
• Translating complex subject matter into clear, engaging online learning with strong structure, accessibility, and instructor presence

Schedule an Appointment With Katherine

With experience as both a STEM educator and instructional designer, I am passionate about the science of learning. At Brandeis, I partner with faculty to design and refine courses that implement new teaching strategies, integrate technology, and create accessible, engaging learning experiences.

A few areas where I bring particular expertise include:

• Designing authentic assessments that navigate the landscape of generative AI

• Applying Universal Design for Learning (UDL) principles to reduce barriers and enrich the learning experience

• Integrating evidence-based instructional strategies into blended and online course design

With over fifteen years of experience in education spanning higher education, adult education, faculty development, and K–12 instruction, I bring a deep commitment to designing equitable, engaging, and outcomes-driven learning experiences to my work with faculty. Employing a servant leadership approach, I seek to partner with faculty to translate their disciplinary expertise into meaningful learning experiences. Whether developing interactive modules, refining assessments, or supporting inclusive course facilitation, I approach every partnership as a collaborator, grounded in the principles of empathy, flexibility, and learner-centered design. 

A few areas where I bring particular expertise include:

• Designing learning experiences that respect adult learners’ autonomy, professional identity, and prior knowledge, leading to increased student engagement and participation across online, hybrid, and face-to-face courses
• Translating learning science and user experience design principles into clear, consistent course structures that improve course usability, clarity and pacing to improve comprehension, retention, and transfer
• Applying Universal Design for Learning and WCAG principles to reduce barriers and deepen engagement, creating accessible and inclusive courses

With over 17 years in higher education spanning online graduate education, instructional design, educational technology strategy, and digital transformation, I bring a practical, systems-thinking approach to supporting faculty. I see myself as a bridge-builder who connects technical possibilities with pedagogical goals, helping faculty navigate change while keeping student learning at the center.

A few areas where I bring particular expertise include:

• Evaluating and integrating educational technologies that enhance rather than complicate teaching and learning
• Supporting faculty in rethinking assessment and course design for an AI-aware landscape and leveraging UDL
• Designing digital credentialing and microcredential pathways that recognize skill development and experiential learning

With a background in educational media development and instructional design, I have worked on a wide variety of design projects at higher education institutions in Massachusetts. I approach design through a comprehensive lens of accessibility- creating learning experiences that bridge gaps and support a wide range of learner profiles. I am passionate about partnering with faculty to bring their visions to life through pragmatic, research-backed, and tech-supported approaches.

A few areas where I bring particular expertise include:

• Developing instructional media that translates complex concepts into digestible video content

• Scaffolding AI literacy into the curriculum, teaching students how to ethically critique, verify, and iterate with or without AI

• Designing with UDL to offer multiple means of representation and engagement, ensuring content is accessible to learners with different needs while optimizing cognitive load