Interactive Resume

SME Whisperer

Works effectively with subject matter experts (SMEs) to determine learning needs & translate complex subject matter into digestible learning content.

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.)

  • DIA: Collaborated with organizational leaders and subject matter experts (SMEs) to develop trainings, learning resources, and data reporting solutions tailored to the needs of product users (primarily faculty/staff) across nine colleges and universities.
    • Prioritized early rapport building with SMEs to lay the foundation for clear, respectful communication and effective collaboration; tailored communication style and collaboration approach based on information about SMEs’ background and experience, team structure and culture, current workload and priorities, and expectations for our collaboration.
    • Elicited critical information about learner needs from busy SMEs using a variety of means including surveys, interviews/focus groups, facilitated workshops and activities, and document reviews.
    • Integrated SME insights with other key data sources (e.g., local learning assessment data, peer-reviewed research, learner surveys, learner interviews/focus groups) to get a more complete picture of learner needs.
  • CA: Guided an internal product team in the development of a detailed theory of action to articulate how the product’s features were designed to support key user outcomes.
    • Increased SME effort and commitment to the collaboration by effectively communicating the value of a theory of action, making reference to their team and individual goals/priorities.
    • Conducted semi-structured interviews with SMEs and an extensive document review to inform the development of an initial theory of action.
  • CARS: Conducted a fit-gap analysis with SMEs to identify and prioritize professional development needs related to learning outcomes assessment for faculty and staff at James Madison University.
    • Co-developed an assessment skills rubric—informed by research on higher education assessment competencies and training needs—that outlines key assessment knowledge, attitudes, and skills for faculty/staff (rubric reviewed and approved by SMEs after multiple rounds of feedback gathered via online survey).
    • Co-facilitated activities and conversations with SMEs to prioritize assessment skills in terms of importance/relevance and identify existing learning opportunities at JMU for each skill.
    • Identified critical gaps/redundancies in assessment learning opportunities for faculty/staff at JMU and used results to inform changes to CARS professional development offerings.
  • CARS: Consulted with faculty, staff, and administrators at James Madison University to support the development of high-quality learning interventions and facilitate the use of assessment results to improve student learning.
    • Used active listening skills and probing questions to identify the hidden problems/concerns frequently underlying clients’ stated concerns.
    • Disarmed client resistance to the assessment process by speaking the clients’ language, acknowledging their expertise, providing non-judgmental feedback, and encouraging collaborative problem-solving.