ABOUT
PROFESSIONAL STATEMENT
PROFESSIONAL hISTORY
pROFESSIONAL GOALS
I fell into instructional design completely by accident. I was hired as an instructor, but was then asked to design and develop the English curriculum for my area of expertise, public speaking. This led me down a path that uncovered a career that suits the intellectual, systematic, and altruistic aspects of my personality. That has been my path ever since.
I would get in trouble as a child because my mom would start puzzles on the kitchen table. When she woke up the next morning, they would be finished. The need to solve puzzles is something that has stuck with me and evolved into a passion for problem-solving in my professional career. Instructional design IS problem-solving, and finding elegant solutions satisfies my intellectual need for challenge and accomplishment.
It was December 9th when I finally put the mop down. I had single-handedly finished a complete renovation of my condo after six months. Standing there in an empty room that looked brand-new, I felt an overwhelming sense of accomplishment. It's the feeling of looking at a product and knowing what you did and how you've grown that fills your body. It's the kind of thing that can only be found in project-based work. I get the same feeling whether I finish a renovation or a well-executed learning module. That sense of satisfaction is why I have stuck with instructional design. It is also the reason I'd decided to freelance temporarily, so I could start a second master's degree in Instructional Design. I genuinely have a passion for project-based work.
Getting into instructional design by starting out as an instructor is common, and it's the same path I took. I got into instruction because I wanted to do something to help people. I'd had teachers who where so influential that they altered my life's path, and that meant a lot to me. I wanted to help others to pay it forward. One of the aspects of instructional design I find so intriguing is the reach a designer can have. As an instructor, I can help 25 people at a time, but as a designer that could number in the thousands. Helping people improve their lives through personal and/or professional improvement completes the package for me as to why I love instructional design, and why I have such high aspirations within the field.
Statement
History
Goals
When I found instructional design, I found a place where my experience and interests intersect. I've enjoyed what the field has offered so far, but my ambition has driven me to return home and seek a higher degree in the field. I am driven to solve more complex problems, to challenge myself, and improve professionally.
One of the reasons I like puzzles so much is that I like watching all the pieces come together into a whole. Big picture thinking comes naturally to me and helps to make sure all the pieces are in the right place. That's what makes Change Management so intriguing. Being a part of all phases of instructional design and making sure all the parts are aligned is complex and challenging, and that suits me just fine.
I came across Change Management when researching a Master's program. A Master's degree seemed like the best path to advance professionally. I chose Boise State University's program because of its reputation, project-based work, and the focus on scientific application of instructional Design. This last reason was the most influential.
Project Management is very appealing because it is so systematic. It is well suited to instructional design as well, and that is why I'm also working toward PMP (Project Management Professional) certification. I've seen how effective managers who understand the process can support and improve outcomes. I hope to be one of those managers in the future by combining project management principles with instructional design principles to become a leader in solving performance problems.
I was chosen as a tutor for elementary students when I was 15. It was both my first real job and my first experience with instruction. It was the beginning of a career that has been heavily peppered with non-instructional positions that offer real-world experience in various types of workplaces.
While in undergrad, I was the manager of a photo-lab where I had to train a staff of 8-10 employees. I was in this position for almost two years. I learned how to train, monitor, and manage employees which are skills I use to inform my instructional interventions. When digital photography became dominant, I was forced to change paths.
I began working landscaping and construction during the day. During the evenings, I was a server at a large Italian restaurant. Trade labor is where I discovered that I loved project-based work. It is that feeling of satisfaction when you stand-back and look at the finished product. It also taught me the importance of being systematic after I failed to account for water runoff and accidentally built a small swimming pool I had to repair. Waiting tables showed me how to manage a fast-paced, multi-tasking environment.
I continued as a server and began my adult education career as a teaching assistant while in graduate school. After I graduated, I worked for an international rental car company, Enterprise. I was in their management training program, and was offered my own branch to run after less than a year with the company. Enterprise was my first experience with corporate management. It taught me the ins and outs of corporate navigation, employee management, and customer satisfaction. These have helped me in instructional design by helping me understand my client's needs.
I left Enterprise when I was offered a chance to move to South Korea to teach at a major Asian university, Sungkyunkwan. I felt more suited to career in instruction and had a severe case of wanderlust, so I accepted the position that started with me in middle school instruction for a one-year period. After the year, I was promoted to the university and began my instructional design career by leading the curriculum design for the public speaking courses for both campus locations. After six years in Korea, I reached a plateau in my career, and knew the only solution was to return home where language was no longer a barrier to advancement.
The diversity of my experience allows me to view performance from employees', managers', and instructors' perspectives. It's one of the greatest strengths I offer organizations, and something that constantly influences my design.