I'm Dan — an instructional designer in higher education who blends evidence-based course design, WCAG-conscious accessibility, and workflow automation. Six years in the classroom taught me what learners need; a decade in ed-tech taught me how to build it at scale.
Module 01 — Selected Work
A sample of recent initiatives spanning course quality, faculty development, accessibility, and automation.
Helped design and operate a three-tier internal course quality framework grounded in Quality Matters principles — managing reviews, faculty communications, and certification for online courses across disciplines.
Built an end-to-end certificate-of-completion pipeline for faculty professional development courses, connecting Canvas, Microsoft Forms, Power Automate, SharePoint, and Excel — eliminating hours of manual processing.
Designed faculty training on accessible video workflows — YouTube, Zoom, and Canvas Studio captioning plus WCAG-aligned transcript cleanup — delivered with zero accessibility flags in the materials themselves.
Led a redesign proposal for a first-year College Success course, refreshing it for AI-era relevance with hands-on activities that build students' critical AI literacy alongside study skills.
Designed a consultation feedback survey pipeline tied to institutional accreditation goals, using Microsoft Forms and Bookings to capture actionable data on instructional support services.
Created a digital kudos card program with automated delivery — an interactive, brand-themed tool built to full WCAG AA compliance, proving accessible design and delight aren't at odds.
Module 02 — Expertise
Module 03 — Credentials
Module 04 — About
I spent six years teaching math in DC Public Schools before moving into instructional design — first at Johns Hopkins Carey Business School and the University of Maryland School of Dentistry, and now in community college online learning. That classroom experience is the foundation of everything I design: I've been on the other side of the materials, and I know what clarity, structure, and access mean to a learner.
Today my work sits at the intersection of learning science, accessibility, and technology. Whether I'm reviewing a course against quality standards, building an automation that gives faculty their time back, or helping an institution think through responsible AI adoption, my goal is the same: learning experiences that work for everyone.
I'm always glad to talk instructional design, accessibility, or ed-tech — whether you're a fellow designer, faculty member, or just curious.