The instructional artifacts in this portfolio represent a variety of projects completed through coursework and professional practice during my internship. The collection provides evidence of applied skills in the ISLT competency areas of Communication, Analysis, Design, Technology and Media, Evaluation and Research, Management, and Personal and Interpersonal Skills. Each project begins with a Project Overview that includes the context, conditions, scope, and my role. Below that, a drop-down list displays the relevant competencies and a brief explanation of how each one is demonstrated in the project.

Use the main menu at the top of each page to return to the Home, Profile, Executive Summary, or ID Artifacts sections.

The Profile page includes my background, goals, professional experience, certifications, education, and program of study at Florida State University.

The ID Artifacts page provides links to each project. To see the individual skills associated with a project, toggle the arrow next to any competency area to expand the list and read a brief explanation of how it is represented in the project. Breadcrumbs at the bottom of each project page allow you to return to the ID Artifacts menu.

My strengths as an instructional designer grew out of years spent teaching instrumental music. In that setting, I learned how to identify what each student needed, design individualized instruction, and adjust my approach based on what I heard in their playing. Without any formal training in instructional design, I was already following the ADDIE process. Leveraging that connection in my instructional design work has sharpened my approach to analysis, design, and evaluation, especially in identifying learner needs and creating instruction that's flexible, responsive, and relevant.

These projects reflect both my experience and continuous evolution as an instructional designer. They show a range of capabilities, from web-based technical training to modular course design for academic settings. I hope they demonstrate a lasting commitment to designing learning that keeps people, not content, at the center.