Non-Credit Courses and Programs

At Brown, I partner with faculty and staff to design, build, and maintain a wide variety of courses and programs. Non-credit courses help students—many of them adult learners—acquire new skills and explore new topics. We have typically used the NovoEd LMS or Google Sites. Here are a few examples:

Digital Health Program

From 2022-2023, I worked on a team with Learning Designer colleagues, several faculty members, and School of Professional Studies staff to help design and build an innovative 4-course program that taught participants how to develop products in the emerging field of Digital Health. Combining readings, videos, live Zoom sessions, knowledge checks, discussions, peer review, and assignments that led up to a final project in which students presented their own digital health product, the program received outstanding reviews.  I learned how to manage multiple courses on a short timeline and collaborate effectively with a wide variety of instructors and staff.

Mindfulness Program

During my time at Brown, I have supported the Mindfulness Program, which trains practitioners of mindfulness to deepen their understanding and serve as the next generation of teachers. This included helping redesign or maintain dozens of courses, create visual elements, and build new courses from scratch, including Mindfulness-Based Stress Reduction, in the NovoEd LMS.

Health Equity Scholars

In 2024, I worked with staff at the School of Professional Studies and School of Public Health to build a Google Site that allowed students in the Health Equity Scholars program to connect with their coaches, attend informational sessions, and build community. I had not worked with Google Sites before, so this was an opportunity for me to expand my web editing skills and learn how to present information in a clear and straightforward manner.

Applied AI & Data Science

In 2024-25, I worked with an instructor to transfer a course from an unsupported LMS to NovoEd. This involved making decisions about what elements could be easily translated and which had to be modified to fit the new platform, making sure all course elements were accessible, and redesigning assignments to make sure students accomplished the desired learning goals.