Curriculum Development Experience

My success designing and developing curricula comes from my background in instructional design, a practice I learned as a graduate student at the University of Maryland Baltimore County and utilized for the past 15 years. Instructional design has helped expedite the process of designing curricula around the needs of the learners and the institution. After this needs analysis, I use the backward design model to create student learning outcomes that are directly connected to assessment. Once the learning outcomes and modes of assessments are designed, then I can design the units and lessons of the course to help facilitate learning. Below I have listed my greatest accomplishments listed in order of impact on learners.

Outreach EFL Teacher Training Program, 2006-2007 (~1000 teachers)

I believe I had the greatest impact as a Senior English Language Fellow when I designed an outreach program for EFL secondary and post-secondary teachers of the Greater Volga Region for the Russian Ministry of Education in collaboration with Regional English Language Office at the US Embassy in Moscow. For more details on this outreach program, please visit my older website at


SMU-TESOL Practicum, 2003-2006 (1000+ student teachers)

After one semester as a teacher trainer at Sookmyung Women’s University, I was tasked with redesigning the TESOL program’s Practicum course. Students were complaining that they did not find the course as useful and as rigorous as the rest of the curriculum. As an EFL Methodology instructor, I realized that the students did not have enough time to put theories into practice, so I redesigned the course to represent the practical applications of the two EFL Methodology instructors. It was an immediate success. For more details, please read my article about at

Samara EFL Teacher Training Workshops, 2006-2007 (~100 teachers)

In addition to my outreach EFL teacher training program, I also offered workshops to secondary and postsecondary teachers in the city and oblast (province) where I was stationed, Samara. My curriculum for the city teachers was similar to the outreach program; however, the teachers from the oblast requested master classes to emulate and to improve their own language abilities. For more details of these workshops, please visit my older website at

Culturally Responsive Classroom Initiative, 2013-2015 (50+ teachers, 50+ students)

My greatest achievement as an instructional designer at Kirkwood Community College was to design and facilitate the Culturally Responsive Classroom initiative to help community college faculty develop their intercultural competence to meet the needs of minority students at the predominantly white college. I piloted the initiative on the main campus in Cedar Rapids and that curriculum is available to the public at From there, I improved on the curriculum based on participant feedback and offered online and blended versions of the initiative to reach all campus in the seven county area of Eastern Iowa. The initiative resulted in a diversity track the college’s collaborative learning days and in the formation of a minority student group.

Shawnee Hills IEP Camp, 2015-2017 (70 teachers & staff)

One of my first tasks at the Center for English as a Second Language (CESL) at Southern Illinois University was to develop a professional learning opportunity for faculty for the purposes of improving CESL’s curriculum, saving on costs, and reestablishing SIU as a leader in the field of English language teaching and learning. I coordinated this effort with the IEP director of the University of Southern Indiana to offer the first IEP Camp in Carbondale, Illinois and the second in Evansville, Indiana. You can view the program for both camps at and

ESL Pronunciation & Vocabulary Lab, 2008-2009 (200+ students)

At the University of Wisconsin at La Crosse’s ESL Institute, I volunteered to help redesign the pronunciation and vocabulary lab courses facilitated by graduate assistants from the Department of Linguistics. In the previous year, students were complaining about inconsistencies across the labs. I redesigned the labs in an all-in-one course that accommodated all students in the auditorium. Each semester had between 80 and 120 students, so I divided them into smaller groups led by the graduate assistants. The syllabus and schedule to one of the labs can be viewed at

CESL Bridge Programs, 2016-2017 (20+ students)

In an effort to recruit more students, I suggested that CESL develop a bridge or pathway program for our highest level students so they can earn university credit while still being enrolled as a CESL student. Many universities around the country were already doing this on their own or in partnership with programs like Shorelight Education. In my first year, I designed a specialized bridge program for engineering and accounting students from SIU partner universities in China. This bridge program was a success with the partner universities sending more students. In my second year, I developed a bridge program for all CESL students in collaboration with SIU’s College of Liberal Arts. This second design more closely resembles the bridge or pathway programs offered at other universities. For propriety reasons, I cannot share more details.

Collaborative Efforts

The curriculum projects above are those that I designed on my own with support from partners and stakeholders regarding needs analysis and logistics. I have also developed curricula as part of a team effort. These collaborative efforts are listed below in reverse chronological order:

  • US Culture and Values Workshop, October-November 2016,, 23 EFL Access teachers (grant-funded)
  • Universal Design, January 2015, Teacher as Designer Institute, ~30 community college teachers
  • The History of the Community College, online course, Academic Years 2013-15, ~40 community college teachers
  • Make It Stick, Fall 2014 Reading Circle, ~10 community college teachers
  • KCamp, an “Unconference” for Professional Learning, Summer 2014, Learning Institute, ~100 community college teachers
  • Hang Out with the World in Your Classroom: Using Internet Video Conferencing to Enhance Student and Faculty Learning, Fall 2013 Technology Teaching & Learning Institute, ~50 community college teachers
  • EL Bridge Project, Academic Year 2012-2013,, Science Education
  • EFL Methodology I & II, 2003-2006, 1000+ SMU-TESOL students