For nearly 15 years I have worked across academic institutions at the confluence of digital learning, leadership, experimental environments and knowledge production.  These positions are varied, but they share a focus on using technology to further the educational experience, meeting learners where they are for growth and development, producing artifacts of knowledge, and providing greater opportunity and equity for all people.  I have been fortunate to work for world-class knowledge-generating institutions, serving as the catalyst and facilitator for academic innovation: using data and theory to produce information about how learning happens best, synthesizing the content into knowledge, producing artifacts for dissemination, engaging cutting-edge digital networks for breadth and scope, and connecting the work to communities where it will have significant impact and resonance.  

Currently I serve as Seattle Pacific University’s Director of Academic Innovation, colloquially considered the campus’ Chief Innovation Officer.  The position is far-reaching; I serve as the foundation and support for research inquiries into teaching and learning with technology, the networker aligning our novice-expert expertise with the expertise of our distributed communities, the organizational change manager working to produce and promote new ideas within a shared vision, and the futurist identifying trends and opportunities in higher education. The work is that of connective tissue; in order to best support the aims of higher education while understanding the financial realities I must support research into best practices and change as a matter of efficiency, effectiveness and essentiality.  Regularly I connect inter- and intra-organizational departments on projects of interest for the benefits of shared knowledge and project management, promote institutional knowledge, amplify successes to a greater public, and do so in a way that increases learner efficiency while stabilizing or even scaling our resources.

My success in this work and across my career in educational administration has come from a strong sense of collaboration on topics of importance at my places of profession and across the global higher education landscape.  I have experience throughout higher education institutions, and have also worked closely with informal and non-formal learning environments, consultancies, and government agencies ranging from city and community organizations to the US Department of Education.  My background in communications has enabled me to provide synthesis and summary when working with stakeholders and constituencies from a diverse array of backgrounds, allowing meetings and projects to quickly define terms and benchmarks so effort can go towards furthering objectives.  This skill is put to strong use through mass media, including written and audiovisual publication, where I am able to clearly articulate project and institution objectives in a way that is not only informative but also engaging. 

Digital learning and organizational change are important partners in the future of higher education.  My education background, namely a doctorate in learning technologies from Pepperdine University, has been instrumental not only in scholastic production and utility but in the importance of strong leadership and change management to further the mission of higher education.  I have scholastic, practical and integrative experience in the development and practice of emergent online learning, having partnered with many of the world’s foremost thinkers on scholarship and practical work directly related to online learning and the future of higher education. I remain an online learning scholar, producing regular research and grey literature on practical and sociocultural issues surrounding the future of online education.  I believe access and equity to be the foremost issues facing education today, and I am proud to be both a scholar and practitioner in this field.

Working in academic innovation, I have a long history of project management leading diverse teams of experts, where I provide vision and agency for innovative topics aligned with digital learning. These projects combine faculty, staff and administrators, while frequently including outside experts and consultants.  Our collaborations are vital to creating change in higher education, a structure that must not only provide the highest quality to its present students but be in a constant state of innovation to serve the future.  I have developed a resource for nimble innovative leadership called IDEA Implementation: Incubation, Development, Engagement and Administration, to facilitate the innovation process. This framework is similar to the ADDIE framework in its scope but is designed to execute projects in real-time despite the various staffing and administrative realities of the involved departments.  Through this manner of multi-stage leadership, I am able to synchronously facilitate idea development and creation, research methodology and procedure, product creation, instrument testing, intervention, analysis, assessment, iterative design, and identify conclusions as they happen.  Every project is unique, and the individual considerations require contextual application.  We mitigate this by focusing our initial approach through establishing shared objectives and measures on how to assess the results. The core of IDEA is found in the concluding chapter of an upcoming book,The Business of Innovating Online, from Stylus Press.

Next Generation Learning Environments PDF

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