For me, effective assessment begins with a simple question: what should students be able to do with what they have learned? Across academic writing, research, management, and educational leadership, I design learning tasks that help students move from understanding concepts to using them thoughtfully in authentic situations.
I work to make the relationship between course objectives, learning activities, and assessment expectations visible to students. This involves unpacking assignment instructions, explaining the cognitive demands of instructional verbs, modelling disciplinary thinking, and creating opportunities for practice before students complete high-stakes assessments.
Students develop newspaper articles that translate ideas from instructional leadership into accessible discussions of educational issues. The task asks them to connect scholarship, professional experience, and public communication rather than write only for a lecturer.
View a published example ↗Students engage with selected LinkedIn Learning courses in change management and leadership, receiving certificates of completion. These professional learning experiences complement course-based analysis and practical planning activities.
View a course resource ↗Strategic Management and Organizational Behaviour tutorials use realistic cases, team challenges, and decision exercises. Students are asked to identify relevant concepts, analyse evidence, justify recommendations, and consider alternative courses of action.
Research students work through manageable stages of the research process, from defining a problem and formulating questions to reviewing literature, designing methods, and presenting their proposals. Structured guides and iterative feedback help make expectations more transparent.
Academic literacy instruction incorporates applied writing, referencing, paraphrasing, and revision tasks. The APA 7 Academy provides an additional interactive space where students can practise decisions and receive immediate feedback.
Explore APA 7 Academy ↗In EDU6015 (PhD Seminar: Studies in Educational Administration), doctoral students moved beyond conventional classroom presentations to facilitate “Navigating Cultural, Structural, and Psychological Change,” a professional workshop for academic leaders on April 29, 2026. Sessions addressed communication, psychological barriers, cultural and structural challenges, and Lewin’s change model. Participants engaged in discussion and hands-on activities, including LEGO-based reflection. An institutional broadcaster report documented the workshop, my opening remarks as Programme Director, and positive participant feedback.
Supporting evidence: UTech, Ja. institutional broadcaster report, circulated May 31, 2026, with event photographs and participant feedback.
I explicitly teach students how to interpret assessment language. When an assignment asks them to identify, analyse, discuss, evaluate, or justify, I help them recognise the difference in the thinking and evidence required. Rubrics, model responses, mock examinations, and guided practice are used to reduce ambiguity while maintaining academic rigour.
Curriculum design & enhancement
Curriculum development requires attention to coherence: what learners should know and be able to do, how learning is organised, and what evidence demonstrates achievement. I served as the principal person responsible for revising the M.Ed. in Educational Leadership and Management programme and the EDU6008 and EDU6009 module syllabi. This work focused on curricular coherence, applied learning, professional relevance, and access.
PROGRAMME-LEVEL REVIEW
As the principal lead of this programme revision, I developed the June 2026 revised course-of-study proposal, which sets out a transition to fully online delivery and proposes changes to programme philosophy, goals, objectives, digital competencies, and module structure. Its rationale emphasises accessibility, flexible study for working professionals, authentic problem-solving, and leadership preparation relevant to Jamaica and the Caribbean.
Evidence: Revised course-of-study proposal and Office of Distance Learning major-change submission (2026).
MODULE-LEVEL DESIGN
As principal reviser of this syllabus, I aligned theories and models of change with organisational readiness, planning, implementation, and evaluation. Its assessment structure includes multimedia presentations (20%), reflections and certifications (30%), leadership activation tasks (15%), and a strategic change plan (35%).
Evidence: EDU6008 module syllabus, including its learning outcomes, teaching approaches, and assessment table.
MODULE-LEVEL DESIGN
As principal reviser of this syllabus, I connected leadership theory with reflective practice, ethical decision-making, self-awareness, and interpersonal effectiveness. Assessments include a leadership autobiography and philosophy, a self-assessment portfolio, case analysis, a collaborative leadership-theory project, and an individual leadership action plan.
Evidence: EDU6009 module syllabus, including its learning outcomes, active-learning strategies, and assessment framework.
Selected institutional curriculum documents are retained as supporting evidence rather than published in full on this public-facing website. The programme and module revisions reflect work I principally led.
On April 29, 2026, doctoral students facilitated Navigating Cultural, Structural, and Psychological Change for academic leaders. The workshop provided an opportunity to translate educational administration concepts into participatory professional learning, with sessions on communication, resistance to change, psychological barriers, organisational culture, and structural constraints. As Programme Director, I delivered opening remarks connecting the challenge of change with trust, psychological safety, emotional readiness, and team dynamics.
The University’s broadcaster coverage included photographs of the presenters and participants and reported positive feedback on the collaborative format, practical insights, and engagement. This institutional record provides evidence of an authentic learning experience with a professional audience.
Evidence retained: “Third-year PhD Students Host First Workshop,” institutional broadcaster report shared by email on May 31, 2026.
My approach to feedback is developmental. I use tutorial discussion, peer engagement, practice tasks, rubric-guided commentary, and opportunities for revision to help students understand not only where improvement is needed but also what their next steps should be. In research modules, this often means helping students strengthen alignment among the problem, purpose, research questions, literature, and methodology.
Evidence approach. This page documents selected teaching and assessment practices. Assignment briefs, rubrics, student work, and feedback examples can be linked as supporting evidence where permission and appropriate anonymisation are available. It does not claim that all course syllabi were authored or formally revised by me.