It’s challenging to come up with new, creative ways to engage your students. Every day, when you arrive (or log in) to your classroom, you are responsible for creating a space for students to learn from you and from each other.
It’s not an easy task! But, you can do it! I can help.
I provide the structure, strategies, and support you need to engage students and improve learning. When you are successful, your students will be successful. And, that’s why I focus my energy on supporting you!
What I Do:
Throughout the past 18 years, I have facilitated thousands of professional development events for educators at colleges and universities throughout the world for educators representing every discipline. The resources I provide are grounded in theory, informed by research, and designed for practical application.
I facilitate in-person workshops, teach online professional development courses, and create resources to help educators increase student engagement and improve learning. I work with professors, instructors, faculty development professionals, instructional designers, graduate students, postdocs, and entrepreneurs who want to learn how to teach and design engaging learning experiences.
Whether you’re designing your first course or you’ve been teaching for many years, the resources I share will help you design engaging lessons, teach with confidence, and improve student learning.
In fall 2019, I launched the Lecture Breakers podcast and blog! Lecture Breakers is the place where college professors, instructors, and educators share innovative teaching strategies to inspire you to break up your lecture (or sometimes break away from it completely!), energize your classroom, increase student engagement, and improve learning.
In 2018, I created The Scholarly Entrepreneur. I write about my journey as an academic in the entrepreneurial space, and I provide resources and advice for other scholars who want to build a business or offer services beyond the walls of academia.
In 2011, I created FLIP It Consulting, an educational consulting company where I focus on facilitating workshops, sharing strategies, and designing resources to support educators in creating engaging learning environments using the FLIP!
What’s the FLIP? The FLIP is when you “Focus on your Learners by Involving them in the Process.” I’ve always offered a different perspective and interpretation of the flipped classroom model based on my own teaching philosophy, the work I’ve done with faculty over the past two decades, and how we design college courses.
The FLIP means reversing how you design a learning environment so learners focus on higher-level learning outcomes to increase engagement and enhance learning during the class time.
From June 2008-June 2015, I served as the Director of Graduate Teaching Programs and the Director of Graduate Student Professional Development in the Graduate School at North Carolina State University.
As part of the Preparing Future Leaders professional development initiative, I provided support, training, coaching, and resources for graduate students representing all colleges within the university. I specialized in designing programs for graduate teaching assistants and future faculty in their pursuit to become effective and engaging teachers in the college classroom.
As part of this position, I created and directed the Certificate of Accomplishment in Teaching program and I designed and facilitated the Fundamentals in Teaching workshop series which allowed any graduate student, postdoc, or instructor throughout the NC State campus community learn how to teach effectively in the college classroom. I also served as the faculty co-advisor for the University Graduate Student Association for four years.
I enjoy mentoring graduate student leaders and working collaboratively with faculty, especially when the work focuses on the scholarship of teaching and learning in higher education. I established iCATT, the Interdisciplinary Consortium for Advancing TA Training, with several faculty colleagues from across the university representing humanities and sciences disciplines. This faculty learning community worked together to conduct scholarship and create programs and resources to support training and professional development opportunities for graduate teaching assistants. We co-authored one book chapter, one peer-reviewed journal article, and presented at four conferences.
I also served as an adjunct assistant professor in the Department of Leadership, Policy, Adult & Higher Education in the College of Education at NC State. As an adjunct faculty member, I mentored one graduate student and we co-created the Mentoring and Teaching Practicum. This practicum allowed graduate students and postdocs an opportunity to connect with local universities to interview faculty, teach classes, and engage in discussions about pedagogy and career preparation. I have also mentored 10 graduate students as we co-developed a variety of teaching, mentoring, and leadership programs to support professional development for graduate students and postdoctoral scholars.
I designed and facilitated workshops for faculty and graduate students. I held individual consultations for faculty members, managed the center’s budget, developed new programs, coordinated the new faculty orientation, and provided leadership for a team of five full-time employees and three part-time graduate student assistants. I also worked closely with the center’s advisory board and coordinated efforts to recognize and reward teaching excellence across the university.
Contact me: firstname.lastname@example.org