Phase 1: Analyze

After analyzing feedback from summer implementation — classroom observations, instructor surveys, and engagement data — my team identified several key needs. Instructors needed clear, visual and written guidance to facilitate hands-on projects with minimal prep. Materials had to be low-cost and widely accessible while still promoting creativity and engineering thinking. Projects needed to engage kids with diverse learning styles, identities, and interests.

Phase 2: Design

Over two years, I designed 50+ engineering and design challenges for three camp age groups (K-1 "Nebulas", 2nd-3rd grade "Stars", and 4th-5th grade "Supernovas"), for two class types: "Innovator's Studio" and "Idea Lab." Every lesson started in the "Tinkering" phase, in which my team and I analyzed our current library of projects and identified projects that needed redesign or new development. I updated our existing pre-outline template to include the biggest picture questions and lesson guidelines, allowing me to self-assess whether a project idea would be viable at camp for that particular age group prior to presenting to the team.

Phase 3: Test

Once pre-outlined, each project moved into the testing phase, in which my team and I tested it in a real classroom setting with real kids. My colleagues and I stepped into the instructor role and followed the pre-outline to teach the actual lesson. These "user testing" experiences allowed us to collect real-time data on age-appropriateness, student engagement levels, project success rate, time constraints, and materials usage.

Post-testing, we'd reflect in pairs to revise or redesign lessons. I developed a note-taking template to organize and prioritize ideas, allowing us to continue testing more projects and return later without losing important insights.

Phase 4: Develop

Once projects were validated through testing, I developed instructor-facing slideshow presentations in Google Slides, and created visual content in the form of photos and GIFs to aid instructors in real-time demos. Each slideshow was designed for tablet viewing with visual hierarchy prioritizing instructor actions and student goals, consistent branding aligned with Galileo's vibrant, playful identity.

Key design features: Clear, large-font instructions for instructors to read aloud; high-quality GIFs showing what instructors should be doing at each point; consistent color coding and visual hierarchy for quick scanning on tablets.

Phase 5: Implement and Evaluate

These Idea Lab and Studio lessons were implemented across 60+ summer camp locations nationwide, reaching thousands of K-5 learners. I supported rollout by facilitating instructor training sessions, conducting in-person classroom observations at partner sites, and providing real-time coaching during project facilitation.

During summer implementation, I collected comprehensive evaluation data through classroom observations, instructor surveys, student engagement metrics, and post-camp debrief sessions. Evaluation data directly informed the next design cycle.

Phase 1: Analyze

I analyzed the client's existing training structure and identified key gaps: the annual 60-minute format was not working. The solution was a micro-learning approach — short, focused modules that employees could complete in a single sitting, with built-in interactivity throughout.

Phase 2: Design and Develop

Using Articulate Rise, I created the Gone Phishing micro-learning course, designed as part of a set of three modules. Maintaining the client's brand colors, fonts, and graphic style, I built the course with interactivity throughout — completable within 3-5 minutes — ending with an assessment and certificate of completion.

Phase 3: Implement and Evaluate

Articulate includes embedded data analysis features. Once published to an LMS like Canvas or the MeSure team portal, the client and I could review assessment data and check for employee completion — ensuring the training was actually working, not just being clicked through.