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      <image:caption>I optimized the learning strategy for the Sociology of Mental Illness in the U.S. by collaborating with the CETLOE Data Analytics team to collect, analyze and leverage in-depth historical data about students in the program. I leveraged data to delve deeper into my initial insights. This allowed me to create targeted content designed to address specific performance problems identified by the professor and the data. This targeted approach to leverage data for student success significantly improved student performance in course.</image:caption>
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      <image:caption>I led a two-year project to transform all core Sociology courses at Georgia State University from face-to-face to online. This successfully positioned the Sociology department to offer a fully online undergraduate degree. SOCI 3010 Social Statistics SOCI 3020 Social Research Methods SOCI 3101 Families and Society SOCI 3152 Birth and Parenthood SOCI 3352 Mental Illness in the U.S. SOCI 4226 Urban Sociology SOCI 4230 Health and Illness SOCI 4990 Sociology Capstone</image:caption>
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      <image:caption>Over the course of two years I worked closely with the faculty, Director of Undergraduate Studies and the Department Chair to develop a series of courses that aligned with the ASA Sociological Literacy Framework.</image:caption>
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      <image:caption>The Survey of Chemistry lab is an introductory level course. In the past, faculty struggled to find a way to engage students. During the initial analysis of their learners I discovered that the majority of the students were not interested in majoring in Chemistry. Many were taking it as a requirement for health related fields. The redesign focused on relevancy. I anchored the course using a narrative of how chemistry is used in the real-world and in various health professions.</image:caption>
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      <image:caption>The Political Science department wanted to create a common course as a model for new instructors. I collaborated with a team of professors to identify the defining elements of each of their courses. Global Issues was created for new instructors to learn best practices and for veteran professors to use as a repository of content to pull from and add to their existing courses.</image:caption>
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      <image:caption>The Career Readiness Competencies introduced to students in the CTC course are based on the NACE competencies defined by the National Association of Colleges and Employers. After completing the CTC course students should be able to: Be Aware of the career competencies employers are looking for Connect the competencies to the work that they do in their major Demonstrate acquired competencies and transferable skills.</image:caption>
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      <image:caption>The purpose of the College to Career course is to get first-year students thinking about career preparation early. Why? The earlier students understand the connection between the skills they learn in academic courses and the competencies they need to develop to succeed professionally, the better prepared they will be to transition from college to career. CTC introduces students to the career readiness competencies that employers are looking for, and that they will need to succeed in any career.</image:caption>
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