Deciding when problems should not be fully defined
Undergraduate course redesign · materials science
Could course design better reflect how engineers actually reason when solving messy, real-world problems?
Selected Work
These cases document decisions made under real constraints, drawn from academic, corporate, and applied learning contexts.
Deciding what to remove when training must support real work under pressure
Corporate technical training · global IT support organization
How much system knowledge was enough for first-tier support to make good decisions under pressure?
Deciding how to assess judgment at scale without relying on recall
Undergraduate course assessment and learning design - sociology
How can assessment surface reasoning when problems allow more than one defensible answer?
Designing for judgment when “good enough” was an option
Undergraduate course design · sociology
When is “good enough” no longer enough to support learner judgment?
Deciding when a course is the wrong solution
Community education · small business development
Would moving an introductory course online actually free up staff time, or would it remove the live adjustments that made the training effective?
Deciding when authentic problems need a point of view
Undergraduate engineering · materials science
How do you surface tradeoffs without simplifying the problem?
