Interactive Resume

Learning Scientist

Uses relevant theories/research (e.g., behavioral change theories, learning transfer research) to design effective learning solutions.

The Basics

Work Overview

Director of Action, DIA Higher Education Collaborators (DIA)

June 2023 – May 2025 (1 yr 10 mos)

DIA’s mission is to improve student learning and retention in higher education by helping institutions move from “data to information, information to action”. DIA not only provides college partners with data on incoming students’ non-cognitive skills (e.g., time management, grit, help seeking) but supports partners in using these data to “improve cultures, strategies, and practices” among faculty, staff, and senior leaders. As Director of Action, I guided partners in the development, implementation, and evaluation of customized use-of-results plans, including (where needed) plans for product user training and support.

Associate Research Scientist, Curriculum Associates (CA)

Mar 2021 – May 2023 (1 yr 10 mos)

CA is committed to “making classrooms better for teachers and students” by providing curriculum, assessment, and personalized instruction products for nearly half of the nation’s learners in grades K-8. As an Associate Research Scientist, I worked with internal teams (e.g., product, marketing, sales) to answer questions about the implementation/effectiveness of CA products and develop external-facing materials (e.g., implementation guides, efficacy reports) for current/potential users.

Lead Assessment Consultant, JMU Center for Assessment and Research Studies (CARS)

Aug 2017 – May 2020 (2 yrs 9 mos)

Comprised of faculty and graduate student assessment consultants, CARS guides all student learning outcomes assessment efforts at James Madison University (general education, academic degree, and co-curricular/student affairs). To achieve its vision of “inspiring and empowering faculty and staff to make evidence-based decisions to enhance student learning and development”, CARS offers consultation services for programs/departments, provides assessment training for faculty/staff, and works closely with senior leaders to create systems and processes that support learning assessment. As Lead Assessment Consultant (Doctoral Graduate Assistant), I worked primarily with co-curricular/student affairs programs, training staff and devising strategies to address cultural and organizational barriers to learning outcomes assessment.

Education Overview

Assessment & Measurement (Ph.D.), James Madison University

Degree Conferred: May 2020

The A&M program adheres to a “practitioner-scientist, applied model” of graduate training. In class, students receive instruction on program assessment (measuring the effectiveness of learning programs or interventions), measurement (developing and evaluating the quality of learning assessment instruments) and quantitative methods (research design and statistics). Outside of class, students practice what they’ve learned through assessment consultation work (20 hrs/wk) and applied research projects with university partners.

College Student Personnel Administration (M.Ed.), James Madison University

Degree Conferred: May 2016

The CSPA program “prepares graduates to excel as higher education educators” working in student services offices (e.g., Career Advising, Residence Life, Disability Services) at colleges and universities. Coursework explores young adult development, career development, counseling techniques, and organizational theories among other topics. Outside of class, students have ample opportunity to apply their knowledge through two assistantships (20 hrs/week) and two 150-hour practicum experiences in student services offices. As a CSPA student, I worked in Residence Life, Career & Academic Advising, and Multicultural Student Services.

Sociology & Public Policy (B.A.), University of North Carolina at Chapel Hill

Degree Conferred: May 2013

Completed a double major in Sociology and Public Policy, both with a strategic focus on education through electives such as SOCI 423: Sociology of Education and PLCY 530: Education Problems & Policy Solutions.

Relevant Experience

(See Comprehensive Portfolio to view work samples and case studies.)

  • CARS: Designed, facilitated, and assessed an award-winning multi-day, in-person assessment workshop for educators and administrators at James Madison University that increased participants’ assessment knowledge, skills, and confidence.*
    • Developed using a backwards design approach to achieve meaningful learning outcomes reflecting learner needs and institutional priorities.
    • Workshop featured an evidence-informed design integrating learning science best practices (e.g., activation of prior knowledge, spaced repetition and retrieval practice), concepts from leading motivation and behavior change models (e.g. targeting learner beliefs, self-efficacy, and behavioral intentions), as well as key instructional design principles (e.g., focus on learning transfer, task-centered learning design).
  • CARS: Co-designed and published an assessment website with extensive educational resources for higher education professionals including a dedicated page on building evidence-informed interventions (website recognized by the National Institute for Learning Outcomes Assessment in November 2019).
  • CARS: Co-taught a four-week online course module for graduate students on evidence-based decision-making (received the Outstanding Achievement in Teaching award).
    • Course designed in response to needs assessment data indicating higher education professional have difficulty finding, evaluating, and using empirical evidence when designing learning interventions.
    • Students engaged in several scaffolded in-class activities culminating in a task-based capstone assignment requiring students to demonstrate their decision-making skills in a realistic context.
    • To support/encourage the use of evidence-based decision-making in future job roles, provided students with job aids summarizing important steps and key considerations for finding, evaluating, and using evidence.
    • Selected student feedback:
      • “The course was intentional, well structured with activities, the feedback was timely, and they pushed us to reach [course] goals in a short amount of time, which I felt all of us did….it gave me new skills that I am now able to reference when I am interviewing for jobs.“
      • “They did an outstanding job explaining evidence-informed practices. I believe the material we learned was extremely beneficial and is going to set us apart as we search for jobs and move forward with our career.”
      • “The true value of this class was the EIP section led by Drs. Finney & Pope, and Chris Patterson.”

Other Qualifications

  • Invited to give keynotes and workshops on best practices related to teaching, learning, and assessment at colleges and universities across the country, including the University of North Alabama, Washington and Lee University, Western Carolina University, and El Paso Community College.