Thanks for visiting my interactive online Vitaè. As a leader, I am driven by individual, team, and community successes derived from collaborative, anti-racist, equitable, inclusive, and accessible leadership practices.  

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Kevin's Signature

Executive Director of eLearning


Seattle Central College
March 1, 2021 to Present

The Executive Director, eLearning is responsible for working with faculty, staff, and instructional administrators to ensure operational effectiveness in distance learning service and support for faculty and students. The eLearning department is charged with promoting and facilitating a consistent, accessible, and comprehensive eLearning program while working with instructional staff to expand access and continued quality improvement of distance learning courses and programs at the Seattle Colleges. The Executive Director will function to increase instructor capacity and interconnectivity across areas of eLearning, instructional design, and professional development with the goal of increasing access and successful outcomes for eLearning students at Seattle Colleges. This position serves as the administrative head of the Seattle Colleges Online department serving the Seattle Colleges. 

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Equity, Diversity, Inclusion, & Accessibility

  • Founder and President of a community center for members of the queer community, a diverse and marginalized community in the Midwest. Led a group of volunteers through the incorporation, strategic planning, and program development processes. Developed partnerships with local social service organizations, nonprofit groups, and business to build a community of respect and understanding centered around diversity initiatives. (The UP Center of Champaign County).
  • Served on the City of Urbana’s Human Relations Commission. The commission advises and consults with the Mayor and Council on all matters involving racial, religious or ethnic prejudice or discrimination and recommends legislative action necessary to accomplish its purpose.
  • Reviewed faculty curriculum and supported revisions specific to antiracists and inclusive teaching practices. (Seattle Colleges, Seattle Central)
  • Served as an Inclusion Advocate on over 30 hiring committees for executive, faculty, classified, and exempt positions, ensuring a fair and equitable process. (Seattle Colleges, Seattle Central)
  • Developed accessible Office documents and Web pages using Headings, Cascading Style Sheets, and other accessible design best practices. (Washington State Board of Community & Technical Colleges, Seattle Central, Seattle Colleges, University of Illinois)

EDD-FPX8010 – Foundations of Doctoral Studies in Education

Fall 2021

This first course is designed to support you in your transition to an advanced level of study. This course is designed to provide learning experiences on critical thinking and scholarly writing—essential skills in a graduate program as well as professional practice. It allows you to acquire and practice the skills necessary for online learning to expand your understanding of the expectations of advanced, graduate-level work.

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Living Our Mission: Aligning Our Organization’s Strategic Plan to the Work

Bowersox-Johnson, K. (2021). Living our mission: Aligning our organization’s strategic plan to the work. Leadership Abstracts, 34(10). https://www.league.org/leadership-abstracts/living-our-mission-aligning-our-organization%E2%80%99s-strategic-plan-work

League for Innovation in the Community College Logo

In December 2019, Seattle Colleges’ colleagues Victor Kuo and Daihong Chen (2019) introduced the institution’s strategic plan scorecard to “measure what matters.” To ensure that goals are achievable, faculty and staff must have ownership in developing their own plan of action that aligns their department’s work to the larger institutional goals.

A lot of time, energy, and dedication go into developing an academic institution’s strategic plan. However, it is hard for some staff within the institution to translate those plans into actions as the goals may feel too far removed from their daily grind. For example, without proper coaching and direction, technical support staff members who only work with faculty may not fully understand how their work directly impacts a goal specific to student retention. Therefore, the next step in the strategic plan process is involving departments in a strategic planning process of their own.

Online Learning for Dummies

Manning, S. & Johnson, K (2020). Online education for dummies. Indianapolis: Wiley Publishing, Inc.

Online Learning for Dummies Book CoverWhether you’re a college student, adult learner, or professional in continuing education, some—and sometimes all—of your learning will happen in a virtual classroom. This book is your friendly guide to the fast-growing possibilities of this world, from choosing the right course and mastering the software to polishing up your online communication and study skills. Whatever you want from your study experience—school success, professional development, or just pursuing your passion—this is your road map to online educational success!

  • Identify the best online program for you
  • Get organized to succeed at learning at a distance
  • Be the best learner you can be

Applications in the Wild: LXD Practicum

Oregon State University
July 29 – September 8, 2019

It’s all about making connections. This culminating capstone experience will allow participants to apply what they have learned throughout the program, to a meaningful project that addresses authentic needs within their workplace or place of internship. Learners will have an opportunity to showcase competencies that are universally desired by LXD-UXD employers. The evidences created through this practicum will undoubtedly contribute to an impressive portfolio.

Live Streaming Practice 2

Second Practice of Live Streaming Using OBS and YouTube Live
July 15, 2019


In my second practice session, I decided to use an external camera, as I was unable to do that during the first attempt. After researching why, I was able to find the necessary tools to convert the external video camera’s signal to my computer so that it can be chosen as a source in OBS.

Watch A Recording of the Live Stream

Image of OBS Application

Screen Shot of OBS
Screen Shot of OBS

Image of Camera & Video Card

I used a Canon Vixia Video Camera and the Mirabox USB-C Video Capture Card to convert the video to my Mac so that OBS could use the video camera as a video image source to capture from. The image below illustrates how the camera and video card are connected.The tutorial video below covers the OBS setting needed when using an external camera and the Mirabox Capture Card.

Canon Vixia HD Video Camera

Mirabox Capture Card
Mirabox Capture Card

Image of Live Stream Via YouTube

Screen Shot of Second Live Stream Dashboard
Screen Shot of Second Live Stream Dashboard


In this attempt, I was able to connect an external video camera to my computer using the Mirabox Video Capture Card. This allows for more flexibility in when and where we can stream live events – not relying only on the built-in webcam. At first, the video wasn’t working. I had to conduct a lot of research to figure out the video settings inside of OBS to get it to recognize the video stream. After I got that working, I attempted my first recording. Unfortunately, when playing back the recording, I noticed the audio was not synched with the video – the sound was coming about 3 seconds before the video. I could have synched the audio in post-production editing, but wanted to fix it in the live version so the streaming video would be properly synched. After much additional research, I was able to adjust the settings in OBS so that the video rendered in synch with the audio. With the ability to use a external, High Definition camera and the audio and video in synch, I am now able to produce high quality streaming videos from any location with an Internet connection.

Engaging With A Live Audience

The next chapter of this adventure includes ideas for engaging with our live audience. Engagement is important so that audiences are left with only looking at a screen and listening to a lecture or talk. Engagement will depend on delivery method. For example, when using Facebook, you can see who is logged in and watching your live feed, which allows you to callout people by name as a simple way of engaging them. Other ways to engage include:

Polling: Some streaming services allow for polling audiences. Polls can be determined and setup ahead of time so that audiences can provide immediate feedback to the speaker.

Comments/Chat: Audiences can provide comments and chat during lives sessions. This allows the speaker to ask question and audience members to respond via comments or chat. It also allows the audience members to ask questions that the speaker can respond to in the live environment.

Links & Resources: The speaker can share out links and resources for audience members to access during or after the session. These could also be provided in promotional materials so that audience members can access them before the session and then bring their questions to the session or submit them ahead of time through a survey tool of sorts.

Hidden Gems / Easter Eggs: In gaming, Easter Eggs are hidden bonuses that players may or may not know to look for. In a live streaming event, we could have information that is only provided during the session that leads to some “fun” bonus prize like a free drink or chocolate.

Demonstration: By providing a demonstration during the live stream, you can encourage audience members to follow along and try themselves. If supplies are needed, a list of materials can be provided in the promotional materials.

Follow-up: Live events can serve as a springboard to work that needs to happen after the event. For example, you might interview a specialist in the field that couldn’t make it to the classroom and then have students follow up with an activity or reflection.



  • Connecting an External Camera – Need a video mixer to do this. I was able to identify the problem and equipment I need to order for the future. – Fixed
  • Our WiFi and Firewall at our Institution was blocking the port needed for live streaming to YouTube. – Fixed
  • The design of the slides to match the video and text sizes took several attempts.
  • CSS for YouTube’s chat window in order to include it in my live stream.

Live Steaming Practice

Practices of Live Streaming Using OBS and YouTube Live
July 11, 2019


For this project, I decided to test Live Streaming of video. As a district, our college often offers the same information session at multiple colleges. By streaming video, we can save travel and time by hosting viewing parties with moderators at each of the colleges.

Watch A Recording of the Live Stream

Image of Live Stream Via YouTube

Live Stream Test Screen Shot
Live Stream Test Screen Shot



  • Connecting an External Camera – Need a video mixer to do this. I was able to identify the problem and equipment I need to order for the future.
  • Our WiFi and Firewall at our Institution was blocking the port needed for live streaming to YouTube.
  • The design of the slides to match the video and text sizes took several attempts.
  • CSS for YouTube’s chat window in order to include it in my live stream.

Live Streaming

Oregon State University – LXD: Advanced Tools & E-Learning Trends
June 3 – July 21, 2019


Our college is a part of a district, and we hold several meetings covering the same topic often. The purpose of this project is to test live streaming as an option to conduct these meetings in order to reduce the number of face-to-face meetings and traveling required to offer several face-to-face meetings at different locations. A potential added benefit is for our Instructional Design and Instructional Technology teams to collaborate on the development of a course that would teach faculty how to use this technology in the classroom.


Seattle College’s Instructional Designers & Instructional Technologists

Space & Equipment

We were fortunate enough to be able to acquire space within our facility and turn it into a video/audio recording studio. It comes with two side post-production rooms where we can record or edit as well – pictured below. Seattle Colleges Recording Studio

The recording studio is great for streaming basic announcements and other content where a live audience isn’t present. However, live streaming events will require us to have equipment that can travel to different locations. So, we purchased the following equipment

  • two cameras (pictured below) from Amazon
  • Portable LED Lighting (included w/Cameras)
  • Tripods on Wheels (2)
  • Wireless Lapel Microphones (2).
JVC GY-HM250 UHD 4K Streaming Camcorder
JVC GY-HM250 UHD 4K Streaming Camcorder

Server & Software

Based on initial research, and the watching of How To Live Stream On YouTube With OBS | Fast Start Guide, I’ll be using the Google Live Streaming server in collaboration with Open Broadcast Software (OBS) on a Mac.

Practice Podcast: Plagiarism

Solving Instructional Problems, with Justin Time
June 19

Seattle Central Podcast Production Crew
Seattle Central Podcast Production Crew


In this episode, Kevin Bowersox-Johnson, Director of eLearning at Seattle Central College steps in for Justin Time. Kevin explores the topic of Plagiarism with faculty member, Yun Moh, and Instructional Designer, Robin Leeson. Listen in as they discuss the problem and share pedagogical strategies for reducing Plagiarism and tools for supporting the effort.

Listen Now


Our Guests

Yun Moh Yun Moh, Instructional Designer

Yun has been supporting faculty members and academic departments at Seattle Central as an instructional designer since 2015. He has been sharing instructional design knowledge such as Quality Matters and Universal Design along with over 20 years of teaching and curriculum development experience in online and hybrid courses using innovative pedagogy and technology.

Robin Leeson Robin Leeson, Instructional Designer

Robin provides a variety of Instructional Design support and services including course design consultation, faculty training, and captioning. Robin also serves on the Accessibility and Guided Pathways committees. Robin has a Master’s degree in both Adult Learning and English/Creative Writing.

Our Team

Kevin Bowersox-Johnson Kevin Bowersox-Johnson, Director

Kevin has over 25 years experience in Education and Instructional Technology & Distance Education. He has a Mater’s degree in Curriculum and Instruction and has taught in both K-12 and Higher Education environments. Kevin has supported several higher education institutions develop policies, procedures, and academic programs specific to distance education.

Jesse Hernandez Jesse Hernandez, Instructional Technologist / Producer

Jesse is a transplant from the Sunshine State who started as a student at Seattle Central. Jesse has served as a Student IT Consultant in our TLC before accepting the position of Instructional Technologist where he works closely with our Instructional Designers and Faculty. His primary role is teaching faculty how to use our college’s technology tools. Jesse also serves as our Podcast Producer.


Oregon State University – LXD: Advanced Tools & E-Learning Trends
June 3 – July 21, 2019


Many of our faculty have expressed interest in podcasting as a way of adding another, portable element to their course.  Most of the interest surrounds the creation of content that students can access on the move when commuting to class from devices such as their phones. As the Director of eLearning, it is my role to lead the team who supports faculty in these endeavors and teach them pedagogically sound practices for doing so. Therefore, my team and I decided to create a podcast that focuses on innovative ways to solve instructional problems. As a part of this project, we hope to create a model podcast, handouts that guide faculty in how to do this both technically and pedagogically and provide a studio setting with equipment to do it in. Since this project started, we have also decided to create an Introduction to Podcasting Course for our faculty as well.

I imagine that objectives for that course might look something like the following:

After completion of this training, learners will be able to…

  1. Define podcast in their own words.
    • Podcast vs. Vodcast
  2. Align a pedagogical rationale for using podcasts in their classroom to their learning objectives.

  3. Develop a podcast structure in alignment with their instructional objectives.

  4. Create a sample podcast with intro/outro music
    • Identify tools and equipment needed for creating a podcast.
    • Locate and download intro/outro music to the podcast.
    • Use Audacity to record and edit the podcast.
    • Choose a server to host their podcast.
    • Share the RSS feed link to their podcasts with others.


Higher Education Faculty

Space & Equipment

We were fortunate enough to be able to acquire space within our facility and turn it into a video/audio recording studio. It comes with two side post-production rooms where we can record or edit as well – pictured below.

Seattle Colleges Recording Studio

For podcasting, we have ordered the Rodecaster-Pro Bundle with four mics, cables, positionable stands, and headsets.  

Seattle Central's Podcast Studio


Being the organizational freak that I am, I wanted to make sure we did this right. So, I called an initial production meeting last week. At our first meeting, we discussed the purpose, target audience, potential structure, and topics. Because I don’t want to start something we are not serious about, I said we wouldn’t go live with our first edition until we had recorded at least 12 of the first 24 episodes. We hope to record these over the summer and begin releasing in the Fall. Things we are to bring to our next meeting include potential names, topics, and ideas for intro/outro music, Logo, marketing, etc.

    • Music for Intro and Outro: Bensoud. The team was provided with three different music pieces. 
    • Recording/Editing Software: Audacity.

At our second production meeting we worked on Podcasts structure (segments), name, and example topics. We decided that we were going to let the topics more organically develop by asking faculty to share challenges and successes with us. The general structure will be as follows:

Draft Title

Solving Instructional Problems, with Justin Time


  • 2 episodes per month, on the 1stand 3rdMondays.
  • 1stMonday: Full episode, exploring an instructional problem, identifying both pedagogical and technical solutions with faculty. Visual companion that includes a video demonstrating the tool and resources for further reading.
  • 3rdMonday: Condensed episode, exploring how to incorporate various topics into a class, with instructors doing that work. Center around current & upcoming issues, themes, and campus events.


  1. Introduction (3 minutes): Provide the audience with the vodcast/producer identification reinforcing the program recognition and the “fan” base.
    • Podcast intro, music, hook and tagline
    • Episode intro, with faculty member present and present the problem
    • Ask faculty member to introduce themselves to the listener (what they teach, a little about themselves, and their learning environments)
  2. Define problem with SME (3-5 minutes): Lay out the problem elements for the listeners to connect with their own experience. Invite the listeners to identify themselves in the problem and start visualizing the situation.
    • We presented the problem in the introduction
    • We ask the SME to tell us more about the problem, including how they have experienced it within their own classes
    • We ask the SME about the impact of the problem on students and faculty alike
    • Questions for the SME:
      • Can you tell us more about what this problem is?
      • How have you experienced this in your classroom?
      • How did you notice the problem was occurring?
      • Why is this a problem?
      • What is the impact of this problem, and who does it impact (students, instructors, or both)?
  1. SME Solution (8-10 minutes): Present the SME’s solution using the 5W1H approach demonstrating the problem-solving process, the rational, and the outcomes. The listeners have an opportunity to compare them with their own situations, and they may and may not fully associate with the SME’s solution.
    • We ask the SME how they’ve solved the problem within their own classes, and let them take us through their process
    • We ask if the solution worked or not, and what did they learn from it either way
    • We ask the SME for any advice they might give to other faculty trying to implement the solution
    • Questions for the SME:
      • Please summarize for everyone the solution you implemented
      • How did you identify the solution (for example, what resources did you refer to, did you consult with peers, etc.?)
      • Why did you choose this particular solution to implement?
      • Did this resolve the problem in your class, and how could you tell?
      • What challenges did you face in implementing this solution?
      • What advice do you have for anyone else wrestling with this problem?
      • Any suggestions on putting your solution into practice for instructors from different disciplines, or who teach in different learning environments?
  1. Tool Presentation (7-10 minutes): Regroup and align the conversation to the tools and solutions that the podcast series plans to cover in 12 episodes. This segment may include tools not covered in the SME Solution section to provide more general solutions.
    • We present a particular tool that we feel can help solve the problem
    • We talk about why the tool was chosen and what it can do to help with the problem
    • We talk about any challenges or considerations when using the tool
    • If SME used the tool, we ask them for any suggestions they might have
    • Visual companion should include a video demonstrating using the tool, created in conjunction with the SME, when possible
    • Presenter to include:
      • Which tool was chosen, and why
      • What considerations should an instructor make when using this tool?
      • What are the benefits of using the tool?
      • What are the challenges of using the tool?
      • What resources are available to instructors using the tool?
  1. Q&A (2-3 minutes): Provide listener participation to the current and the next episode. Connect the listeners and the SME.
      • Solicit questions on the topic in advance (for the current or next episode?)
      • Include SME for Q&A
  2. Acknowledgements & Closer (1 minute): Provide a hook to the next episode. Create a sense of community.
      • Thank the SME for presenting
      • Thank the listener for tuning in
      • Preview the next episode

LXD: Advanced Tools & E-Learning Trends

Oregon State University
June 3 – July 21, 2019

Advanced Tools and E-Learning Trends presents additional varieties of online tools to include in your e-learning activities, in order to build a robust learning ecosystem. You will investigate tools that support online collaboration, videos, screencasts, podcasts, and live streaming, to promote deeper student engagement in your e-learning. You will also build your own framework for both evaluating and implementing tools within your e-learning activities. The methodology for this course is based on constructionism, where you create new learning by “tinkering” and creating learning artifacts with the tools, sharing them with your peers on a digital portfolio website, then discussing and reflecting on what you have learned.


LXD: Lifelong Learning Engagement Strategies

Oregon State University
April 15 – May 26, 2019

Effective Learning Experience Designers (LXDs) respect and capitalize on the knowledge that each participant brings to the table. They know how to assess learner needs, and then build modules to target those areas. They understand that when learners create and drive their own learning experiences they are more likely to engage in the process, internalize, and apply the concepts presented. Therefore, this course is aimed at preparing LXDs to serve as facilitators of knowledge creation by equipping them with a toolkit of pedagogical and andragogical principles and practices that will invite learners to “play, pull, create, & explore” to satisfy individual’s learning needs.

UX/UI for Experience Design

Oregon State University
February 25 – April 7, 2019

Gain the foundational understanding of human computer interaction and user experience design through applying design thinking methods and learning the skills involved in designing interactive systems for diverse audiences and purposes. You will be introduced to different types of prototyping methods as well as cognition and perception play a critical role in affecting the experience of interaction design. We will carry out the design process to design experiences for all users by using appropriate standards of accessibility and implement a user-centric approach that maximize the overall user experience. The course will include lectures, reading, discussions, and practical experience working through a design problem of your choice.

LXD: Elements of Learning Experience Design

Oregon State University
January 7- February 17, 2019

It’s all about making connections. This culminating capstone experience will allow participants to apply what they have learned throughout the program, to a meaningful project that addresses authentic needs within their workplace or place of internship. Learners will have an opportunity to showcase competencies that are universally desired by LXD-UXD employers. The evidences created through this practicum will undoubtedly contribute to an impressive portfolio.

Diversity, Equity, & Inclusion (DEI)

Inclusion Advocate Training
Oregon State University
November 5-6, 2018

This program provides training on how to be an Inclusion Advocate; help screening committees reduce implicit bias in the hiring process, with the goal of making our hiring an equitable, welcoming process for all.

At the end of this training, you will be able to…

  1. Describe the role of a search advocate in your own words;
  2. Give search committees an overview of cognitive and structural biases, including how such biases may affect search and selection;
  3. Suggest position description changes to promote diversity/inclusion and reduce bias;
  4. Facilitate committee development of a screening rubric that reduces structural and cognitive bias and increases inclusion;
  5. Help identify practices that may limit inclusion at each search stage and propose alternatives.

Learning Experience Design (LXD) Certificate

Oregon State University – Ft. Lauderdale, FL
January 2019 to Present

Program Overview

aThe online education space is thriving and reaching more students every year. E-learning provides an excellent opportunity for working parents taking classes in the evenings, international students looking for diverse education, or anyone who wants to navigate materials on their schedule and collaborate in an online environment. As educators creating these materials, we have an opportunity to create high-quality online learning experiences centered on the learner and utilizing the latest e-learning technologies.

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Off the Beaten Path: A Pathway Model for Faculty & Staff

Off the Beaten Path: A Pathway Model for Faculty & Staff
Co-Presented with Lynn Kanne
May 2019

Seattle Central’s EDGE (Education + Design = Excellence) program applies the pathways concept to faculty development. Program participants can earn a stipend after participating in 29 hours of instruction focusing on technology tools, pedagogy, and accessibility. In its first two quarters, 109 individuals participated in over 1,000 hours of training in this program.

We will share our strategies and templates for organizing, marketing, and implementing this program. We’ll show how we addressed registering, tracking, and credentialing with tools and resources we already had: Canvas, Google, Badgr, Outlook, Illustrator and state-wide trainings and we’ll explore other development areas that might benefit from this pathways approach. Participants are invited to bring their own strategies and questions focused on programming for faculty and staff development.

Engaging Students Through Course Design

Washington Annual Canvas Conference (WACC)
March 2019

Come learn how to create dynamic and esthetically pleasing Canvas pages to help students more effectively and efficiently navigate your course.

At the end of this sessions, participants will be able to

  1. access Canvas Style Guide
  2. create buttons to more effectively navigate within a page
  3. develop page elements to help visually chunk and sequence course content.

Open Educational Resources (OER)

The purpose of this course is to provide information and experience in using open educational resources (OER) in your teaching practice. We will discuss the concept of OER and open licenses. We will also provide plenty of practice in locating and sharing open educational resources. This is a 2-week online, asynchronous course and participants are expected to spend 10 hours to complete the course. This is a fully facilitated training that will produce an official certificate to the participants upon successful completion.

Course Objectives

Upon completion of this course, participants will be able to

  • Describe the meaning of open educational resources.
  • Differentiate the concepts of open licensing, public domain, and all rights reserved copyrights.
  • Identify resources that are openly licensed or in public domain.
  • Distinguish the different types of Creative Commons licenses.
  • License their works under a Creative Commons license.
  • Find the open educational resources, and properly attribute a work offered under a Creative Commons license.

Director of eLearning

Seattle Central College
July 11, 2016 to March 1, 2021

Seattle Colleges Logo

The Director of Distance & eLearning is responsible for directing and managing the self-supporting Distance Education program that serves over 1,000 students annually. It also supports online and hybrid programs serving 15% of FTE. The primary goal of the new Director is to increase distance education enrollments while continuing to support the growth of online, hybrid and web enhanced offerings.

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Marissa Stewart

As a supervisor and a leader, Kevin has a good balance of supporting and challenging his staff. He gives consistent positive and constructive feedback, fostering continuous coaching and development. He sets challenging expectations for his staff and holds them accountable to a high standard of professionalism, communication, and performance. His positivity and enthusiasm as a leader help to create and encourage a culture of appreciation that I am confident he would bring to teaching.

Online Student

“Kevin was always responsive, upbeat, encouraging, He is very knowledgeable in the field. Our course was well-staged, no fluff, all pertinent interesting material.” and were always up to date.”

Online Student

Kevin is very knowledgeable of subject matter and quite experienced in teaching both online and face-to-face, and yet is very approachable, down to earth, and eager to help his students and transfer his knowledge.”


Cindy Guthrie, M.S.

“ Working with Kevin is always exciting and rewarding. He has excellent solutions, can articulate his ideas and interpret your response, and when he becomes committed to a cause is passionate beyond words.”

Dr. Terry Fencl

“As a teaching colleague, I was able to witness and experience Kevin’s joy in teaching learners with technology, his commitment to his students, his creativity in course curriculum, his collaborative skills in collegial teaching, his diligence in evaluating learning outcomes, and his ability to communicate with and motivate learners.”

Dr. Susan Manning

”When it comes to seeking innovation and new ways of thinking, Kevin sets the bar very high. He is a tinkerer. Not only does he bring a specific technical background, but he has fun seeking new solutions to old problems.”

Administration / Supervision / Coaching

  • Provided leadership  in a manner that advances the company’s mission and promotes quality products and services to clients.
  • Overseen the strategic planning, marketing, budgeting, contracting, and implementing of all projects and initiatives within multiple organizations.
  • Led a team of consultants during client projects and responsible for analyzing, designing, developing, implementing and evaluating solutions for meeting clients’ needs.
  • Developed, implemented, and supervised an instructors’ peer coaching program.
  • Identified, hired, trained, and supervised Faculty Mentors.
  • Developed and supervised a Faculty Development Program that provided over 2,000 hours of training to 118 unique participants in its first year of implementation.
  • Developed processes and procedures for providing technical and pedagogical support to online instructors; Provided technical/pedagogical support to Global Campus instructors.
  • Created and facilitated bi-weekly and annual 2-day SUPERvisor training. Topics include hiring practices, strategies for performance monitoring/review, and developing obtainable, measurable, and observable goals, etc.
  • Coached SUPERvisors through difficult situations regarding employee relations including performance issues and termination of employment.

Quality Instruction


  • Led collaborative statewide initiative to develop quality standards for designing online courses. Used standards to evaluate over 200 online courses, providing specific feedback to instructors and course designers on strategies for improving course design to improve learning.
  • Co-authored The Technology Toolbelt for Teaching, a book that helps faculty solve instructional problems using technology tools. The book introduces a decision-making matrix to ensure the tools teachers choose align with their instructional goals.
  • Identified, hired, trained, and supervised face-to-face and online faculty and faculty mentors. Developed and implemented instructor mentor and evaluation processes. Developed, implemented, and supervised an instructors’ peer coaching program.
  • Developed, updated, and taught online, graduate-level courses to community college and university faculty in areas of Online Pedagogy, Instructional Design, Web Design, Synchronous Communication, Technology Tools, Issues and Strategies for Faculty Support and Development, & Quality.
  • Served as network administrator and taught using multiple course management systems and synchronous communication tools including Blackboard, Desire2Learn, Moodle, Adobe Connect Pro, Blackboard Collaborate, WebEx, Live Meeting, Skype, and Bomgar.

Student Success


  • Developed department and processes for providing technical and pedagogical support to students and faculty at a distance. Developed new student orientation program for students transitioning to the online learning environment.
  • Consulted with multiple academic institutions and businesses to develop online, blended, and face-to-face education programs.
  • Co-authored Online Education for Dummies, a book that helps perspective students learn about online education, what to expect as a student, and strategies for successful transition to the virtual classroom.

Web Site Management

Parkland Community College
2002 to 2003

Develop a web site with management of the site and of site growth as design goals.  Incorporate mechanisms managing changes in web site, feedback from site users, and know how to make a site secure for e-commerce.

Computer Technology I

Heald Business and Technical College
1997 to 2001

Introduction to personal computer hardware, operating systems, graphical user interfaces, and software applications including word processing, database, and spreadsheet. Topics include DOS operations, floppy disk and file management, basic windows operations, data management, and configuration and use of software applications. This course covers how to connect, communicate, find and retrieve information on the Internet.

Internet Studies

Heald Business and Technical College
1997 to 2001

Students are introduced to the infrastructure and current uses of the Internet, including concepts such as web page design, creation, and management, electronic commerce, and web-based programming.

Spreadsheet Applications

Heald Business and Technical College
1997 to 2001

Provides coverage of the operations and features of spreadsheet software. Students analyze and apply spreadsheet solutions to business problems in the areas of finance, information tracking, reporting, and presentation. Real-world business situations are explored through the use of creative thinking and problem-solving techniques.

Graphics and Presentations

Heald Business and Technical College
1997 to 2001

Using current desktop publishing software and electronic presentation tools, students develop skills to create effective multimedia presentations and desktop publications. Applications include using fonts, styles, layouts, graphics, online resources, and video and sound clips. Audience analysis, planning, and citation are addressed, as well as the preparation and practice of oral presentations.

Business Internship

Heald Business and Technical College
1997 to 2001

The internship program is an opportunity for students to gain the experience necessary to compete in today’s job market. It is designed to provide students with real-life work experiences in on-the-job training situations relevant to their major fields of study. Internships provide students the opportunities to put theory into practice, applying the knowledge and skills they have learned at Heald to actual work situations. Taken in the final quarter of the degree program.

Database Management

Heald Business and Technical College
1997 to 2001

The course is an introduction to the use of a database management program, including database structure, accessing, editing, and searching files, and designing and producing reports and labels.

PC Troubleshooting/Configuration

Heald Business and Technical College
1997 to 2001

This course introduces students to the elements of PC troubleshooting and configuration. Students study hardware and software installation and configuration, as well as troubleshoot computer hardware and software failures, adding peripherals, resolving compatibility issues, and maintaining effective customer relations.

Word Processing

Heald Business and Technical College
1997 to 2001

Application of word processing features and concepts. This class emphasizes efficient use of the features and concepts of word processing. Projects related to the student’s career area focus on standard forms, formatting, and the development of written communication skills.

International Business

Heald Business and Technical College
1997 to 2001

The varied dimensions of doing business in an international context are examined, emphasizing patterns of international trade, social and political frameworks, the economic environment, and national and international constraints. Other topics addressed are general management issues associated with planning, finance, marketing, staffing, legal requirements, and the impact of e-business on the global economy.

Essential Language Skills

Heald Business and Technical College
1997 to 2001

An integrated approach to the mechanics of communication, emphasizing the practical application of reading, writing, listening, and speaking in a business environment. Instruction in the parts of speech, sentence structure, and verb-tense agreement strengthens the student’s written and oral communication skills, which form the basis of the student skill portfolio. Use of business terminology is emphasized.

Dynamic Communications

Heald Business and Technical College
1997 to 2001

Incorporates all aspects of communication in helping students develop clear and concise written and oral language skills. Selected readings are studied as models for writing, with emphasis on an organized approach to writing and editing. Team projects, presentations, and peer critiques focus on current business themes and cultural issues. Students compile written work to create a business magazine as a final project.

Business College Composition

Heald Business and Technical College
1997 to 2001

Research and editing techniques, persuasive writing, audience analysis, language sensitivity, and problem-solving communication skills developed through group discussion, panel debates, selected readings, and written and oral presentations. Special emphasis is placed on analysis of readings, team feedback and cooperation, development of written research papers, and effective oral presentations.