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\n\t\t\t\n\t\t\tClick here to see Vanessa’s reference letters<\/a><\/strong><\/em>or scroll to the bottom of the page<\/p>\t\t\n\t\t\t\t Click Photos for full project<\/p>\t\t\n Vanessa is my go-to resource for our most challenging initiatives. She has an incredible ability to quickly understand complicated workflows, navigate complex requirements, and transform them into engaging, polished learning experiences. Whether developing training on highly sensitive topics or tackling technically complex content, she approaches every project with exceptional care, cultural awareness, empathy, and sound judgment.<\/p>\t\t\t<\/blockquote>\n\t\t\t\t\t\t\t Vanessa was instrumental in architecting a five-day public healthcare train-the-trainer program for our multimillion-dollar USAID project.\u00a0Her ability to translate complex clinical requirements into a scalable national standard was a key driver of our success.<\/p>\t\t\t<\/blockquote>\n\t\t\t\t\t\t\t Vanessa is a trusted partner with a deep understanding of the way people learn, and she finds clever ways to communicate complex information to anyone. She understands that sometimes it’s a lack of education that prevents someone from living a healthy life, and she uses her passion for quality and advocacy to reduce that barrier. We’ve been lucky to have her.<\/p>\t\t\t<\/blockquote>\n\t\t\t\t\t\t\t Mid-project, I identified a pattern of AI-generated errors in compliance content that subject matter expert reviewers were consistently missing. I escalated it to the VP, was named project lead, and built the reviewer handbook that closed the gap across all 600 courses. I design the national and state-specific compliance courses behind mandated safety training used across K-12, higher education, construction, and commercial sectors in the U.S. and Canada, including roughly 30% of the professional development catalog at a major urban school district and the full training path for California school security guards. Architected a 13-page forensic roadmap designed to stabilize high-turnover frontline populations through AI-enabled performance support. This framework bridges the gap between complex regulatory requirements and tactical calm\u00a0<\/em>in the field, providing a scalable blueprint for operational integrity for 4500+ associates.. Click photo for full project.<\/em> Engineered a 6-phase forensic onboarding framework for an emerging AI Voice platform to mitigate churn and accelerate user proficiency. By architecting the time-to-value\u00a0<\/em>bridge, I transformed complex AI technical requirements into a streamlined education ecosystem that directly protected enterprise revenue and customer lifetime value.\u00a0Their product was technically impressive, but their existing educational patterns left users uncertain, especially around sensitive use cases such as fraud and billing. Click the image to read the USAID Federal Audit Trail (Pre-Step Initiative)<\/em><\/a>Media: USAID expands support for teacher training<\/a><\/em> Served as Assistant Editor for the premier journal of the American Educational Studies Association (AESA), managing the editorial pipeline and peer-review governance for a global audience. Overseeing a bimonthly publication schedule (six issues per year), I collaborated with the Editor-in-Chief to maintain the systemic rigor and intellectual integrity of academic research.This role required a forensic eye for detail and the ability to manage complex, high-velocity production cycles across diverse scholarly teams.\u00a0<\/p>\t\t\n Issued by Vector Solutions \u00b7 Mar 2025\u00a0<\/strong>Click photo to read more about award<\/i>Internal excellence recognition: Our team was awarded Best Storytelling in the 2nd Annual Vector Content Awards (2025) for a specialized Stress Management framework designed to increase associate resilience and engagement.<\/p>\t\t\n Click photo for full list of posts\/<\/em>clicks each received for Dec 2021<\/em>Behavioral Engagement & Content Governance at Scale<\/strong> Click the photo to learn more about the Not Just Us initiative<\/em> Click photo for full project.<\/em>In partnership with Potential Plus UK and the Lorna Young Foundation, I co-architected a national framework to identify and support high-potential learners across the UK education system. Click the photo to see full project<\/em>Mobile Comply, a provider of education and certification programs for connected transportation systems, autonomous vehicles, and automotive cybersecurity, commissioned Vanessa to architect and deliver mobile app development and security curriculum.<\/p>\t\t\n Click the photo to see the full poster<\/em>Graduate Research Fair – Relationships Among Technological Communication, Learning, and Social DevelopmentPoster presented at Eastern Michigan University Graduate Research Fair 2012<\/p>\t\t\n Click the photo to read the handout<\/em>Assessing the Potential for Sustainable Education in Uganda<\/em>Presented at the CIES Annual Conference. (Co-authored with Dr. Joe Bishop, EMU).Grounded School Choice in Uganda: Community Building from the Bottom to the Top<\/em>Presented at AESA Annual Conference<\/p>\t\t\n Click Photos For Reference Letter<\/p>\t\t\n![\"https:\/\/www.vanessalancaster.com\/wp-content\/uploads\/2021\/04\/cropped-Untitled-design-1.png\"](\"https:\/\/www.vanessalancaster.com\/wp-content\/uploads\/2021\/04\/cropped-Untitled-design-1.png\")
\n\t\n\t\t\t\t\tEnterprise Learning Ecosystems & Governance\n\t\t\t\t<\/h2>\n\t\t\t
\n\t\t\tTestimonials\t<\/h2>\n\t
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\n\t\t\t\t\t\t\t\t\t\tLaureen Palmisano Ranz<\/h4>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\tVector Solutions\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tSr. Director of Learning Experience\n\t\t<\/li>\n\t\t\t<\/ul>\n\t
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\n\t\t\t\t\t\t\t\t\t\tJuliet MacDowell<\/h4>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\tJhpiego\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tWest and Central Africa Liaison, New Program Development\n\t\t<\/li>\n\t\t\t<\/ul>\n\t
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\n\t\t\t\t\t\t\t\t\t\tMonique Cuvelier<\/h4>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\tTalance\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tFounder\n\t\t<\/li>\n\t\t\t<\/ul>\n
\n\t\t\tCatching AI Hallucinations in a 600-Course Compliance Remediation\t<\/h2>\n\t
\n\t\t\t\t\t\n\t\t\t\t\t\tLead Learning Experience Designer | Vector Solutions\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
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The mandate<\/h4>I joined a team of learning experience designers evaluating and restructuring 600 courses for language compliance. The work was distributed across multiple LXDs, with subject matter experts reviewing content for accuracy.
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What I found<\/h4>The review process assumed a specific kind of error, the kind humans make. AI-assisted content produces a different kind of errors that are often fluent, confidently stated, structurally plausible, and wrong. Because it reads as authoritative, it survives review by experts who are scanning for the errors they’re trained to expect.\u00a0I began catching these consistently. In compliance content, a hallucinated statutory threshold or invented reporting timeline is instruction that could lead a mandated reporter to act unlawfully.
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What I did<\/h4>
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Why it matters<\/h5>This is AI governance in practice. Organizations adopting AI for regulated content are discovering that their existing review processes were designed for human error and don’t detect machine error. The gap isn’t the technology, it’s the QA layer around it. Building that layer, and training experts to use it, is the work.<\/p>\t\t\n
\n\t\t\tMulti-State Compliance Architecture for Safety & Security Training\t<\/h2>\n\t
\n\t\t\t\t\t\n\t\t\t\t\t\tLead Learning Experience Designer | Vector Solutions\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
\u00a0<\/h4>
The mandate<\/h5>Compliance training has a structural problem: the law is not the same in every state. A mandated reporting course that satisfies federal expectations will not satisfy California’s specific statutory requirements, and building fifty unrelated courses is neither maintainable nor affordable. Someone has to design the architecture that lets one instructional model carry many legal variants without losing accuracy or instructional quality.That is the work I lead.
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The architectural win<\/h4>
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National-to-state design pattern<\/strong><\/h5>I built the national mandated reporting course first, establishing the instructional spine – scenarios, decision points, and the judgment a reporter actually has to exercise. I then architected state-specific versions carrying each jurisdiction’s own definitions, thresholds, timelines, and reporting pathways. The pattern is now how I approach compliance topics generally, and I’ve applied it across Title II, Title IX, and numerous other regulatory domains.
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Regulatory translation<\/strong><\/h5>Each variant requires reading the actual statute and reconciling it against the instructional design – what counts as reasonable suspicion here, who is a mandated reporter here, how many hours until the report is due here. That reconciliation is invisible in the finished course and is most of the work.
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High-stakes subject matter<\/strong><\/h5>Mandated reporting, Title IX, Title II, suicide prevention and student mental health, child protection, food allergy safety and school nutrition, security and life safety. Content where an instructional shortcut becomes a legal exposure, and where the learner may have personal history with the subject.
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Trauma-aware instructional design<\/strong><\/h5>I apply educational psychology to content people don’t want to take, at the end of a shift, because they’re required to. That means designing for real cognitive load, emotional safety, and the completion rates a district actually reports on.<\/p>
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The outcome<\/h5>
\n\t\t\tEnterprise AI Architecture for Frontline Resilience: A Strategic Roadmap for Senior Living Governance\t<\/h2>\n\t
\n\t\t\t\t\t\n\t\t\t\t\t\tStrategic Prototype -2026\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
Overview<\/h4>
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The challenge<\/h4>The core issue was not a lack of content. It was that learning often lived too far away from the workflows where judgment, communication, and service actually happen. Courses and manuals existed, but they did not fully support frontline teams and managers in real time.
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My approach<\/h4>The concept was built with a forensic audit mindset: start by mapping the ecosystem, identifying friction points, and understanding where learning helped versus where it created noise.From there, the architecture focused on three layers of support:
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<\/strong>Before the moment:<\/strong> onboarding, standards, foundational learning.In the moment:<\/strong> job aids, searchable guidance, AI-assisted prompts, micro-scenarios, knowledge checks (what would you do?)After the moment:<\/strong> coaching, reinforcement, reflection, and refresh cycles.\u00a0<\/h4>
What I designed<\/h4>A strategic learning frameworkAn experience model connecting formal learning, workflow support, and coachingPriority enterprise use casesA governance model for trust, validation, and version controlA phased rollout roadmapA 30-60-90 implementation viewSample artifacts showing how learning becomes usable at the point of need
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Sample artifact<\/h4>One artifact demonstrated how an AI-assisted frontline job aid could support a sensitive real-time interaction through immediate steps, tone guidance, a short micro-scenario, and a linked manager coaching note.This showed the shift from static training content to in-the-moment performance support.
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What this demonstrates<\/h4>This use case highlights systems thinking, performance consulting, governance design, and the ability to translate strategy into practical learning tools.It reflects how learning architecture can connect business goals, frontline needs, and scalable support design in one model.<\/p>\t\t\n
![\"0001\"](\"https:\/\/www.vanessalancaster.com\/wp-content\/uploads\/2021\/05\/0001-scaled.jpg\" "\\"0001\\"")
\n\t\t\t\t<\/a>\n\t<\/figure>\n\t\n\t\t\t\t\t\n\t\t\t\t\t\tStrategic Health & Conservation Initiative: Nyungwe National Park (USAID)\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t\t
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Cross-Sector Curriculum Architecture | DAI & Jhpiego (an affiliate of Johns Hopkins)<\/strong><\/h4>
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The mandate<\/h5>Served as the specialized Lead Instructional Architect for the workplace health component of the Nyungwe Nziza Project, a multi-million dollar USAID initiative implemented by DAI and Jhpiego to reconcile biodiversity conservation with community health stability.
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The architectural win<\/h4>
\u00a0<\/h5>Comprehensive Workplace Health Curriculum<\/strong>\u00a0A 100-page Comprehensive Workplace Health Curriculum, delivered as a five-day train-the-trainer program for the public health component of a $12.5M USAID ecotourism initiative in Rwanda.\u00a0Delivered in-country to tea farm managers, WWF representatives, and community health workers, cascading to more than 15,000 tea farmers
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Systems integration<\/h5>Engineered a learning framework that bridged the gap between Conservation Economics(DAI’s mission) and Public Health Outcomes (Jhpiego’s mission), creating a unified “Culture of Health” for workers in a protected ecological zone.
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Subject matter governance<\/h5>Directed the translation of complex clinical and environmental health protocols into accessible, high-impact performance support for a diverse, multi-lingual workforce.
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The outcome<\/h5>Delivered a scalable, government-validated educational asset that institutionalized health safety standards across the region’s economic zone.
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Global recognition & honors<\/h5>Best Overseas Tourism Project Globally (2012)<\/strong><\/a>Nyungwe Nziza project recognized as Best Global Project by the British Guild of Travel Writers (tourism and conservation)SATW Phoenix Award (2013)<\/strong><\/a>Nyungwe Nziza project honored with the SATW Phoenix Award for conservation and community excellenceNational Geographic Traveler “Best Trip” (2014)<\/strong><\/a>Nyungwe Nziza project was named a global benchmark for sustainable destination developmentClick Here for Letter of Reference From Jhpiego<\/a><\/em><\/strong><\/p>\t\t\n
\n\t\t\tAI Enablement & Retention Architecture: Strategic Onboarding for Global Startups\t<\/h2>\n\t
\n\t\t\t\t\t\n\t\t\t\t\t\tStrategic Prototype, 2026\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
Objective:\u00a0\u00a0<\/strong><\/h2>My goal was to demonstrate how an evidence based education strategy could reduce perceived risk, improve mental models, and ultimately support a path from pure acquisition growth toward sustainable ARR expansion driven by retention and higher LTV.
What I created:\u00a0<\/strong><\/h2>A 6-form “friction buster” video framework that systematically addressed key user anxieties (e.g., fraud, authenticity, data use) through short, targeted, emotionally aware narratives rather than generic feature tours.An 11-column planning model (spreadsheet) that linked user jobs to be done, emotional states, scenarios, scripts, delivery channels, and success metrics, enabling the team to generate and prioritize education assets at scale.Prototype demo videos using a realistic “I think there’s fraud on my account” scenario, combining their AI agent, on-screen expert paths, and storytelling elements to show how a single, well-designed interaction could both reassure users and reduce support load.A revised launch narrative for a new feature that shifted the emphasis from internal architecture to user value, clarity, and real-world use cases.
Potential impact:<\/strong><\/h2>While this work remained speculative, the strategy was designed to:Decrease early-stage user confusion and perceived fraud risk.Reduce load on human support by clarifying expert paths up front.Support long term ARR growth by focusing on trust, retention, and expansion-not just acquisition.
My role:<\/strong><\/h2>I served as an independent education strategist and content systems designer, responsible for diagnosing educational gaps, designing frameworks and models, and producing high-fidelity prototypes for the team to test and extend.<\/p>\t\t\n
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\n\t\t\t\t<\/a>\n\t<\/figure>\n\t\n\t\t\t\t\t\n\t\t\t\t\t\tStrategic Forensic Recovery: USAID (Pakistan) – Pre-STEP Initiative\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t\t
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National Education Reform & International Stakeholder Management<\/h4>
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The mandate<\/h4>Retained as the Project Lead to perform a high-speed Forensic Recovery<\/em> of a stalled $300,000 USAID grant. The mission required architecting and executing a two-week intensive faculty development residency for 24 Pakistani Teacher Educators, including a high-level strategic summit in Washington, D.C.
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The architectural win<\/h4>
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Crisis governance<\/h5>Re-engineered the curriculum and logistical roadmap from a state of total stagnation to a successful launch within a 6-week high-pressure window.
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Federal compliance mastery<\/h5>Directed all budgetary allocation, documentation, and reporting to meet rigorous USAID federal standards, ensuring 100% audit-readiness.
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Cross-cultural strategic design<\/h5>Leveraged Educational Psychology to architect a curriculum and logistical environment that reconciled complex dietary, cultural, and pedagogical requirements.
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The outcome<\/h5>Successfully delivered a zero-failure program that institutionalized modern teacher-education standards, resulting in the highest-level compensation tier for the project leadership.“Vanessa’s leadership was essential to the success of the Pakistan Teacher Education project; without her professional skills and dedication, it would not have succeeded. She was vital in coordinating complex schedules and managing the graduate team. Her performance in all matters was exemplary.”<\/em>~ Joe Bishop, EMU Professor, Co-Director & Administrator, USAID Pakistan Pre-STEP Study TourClick to read letter of recommendation here<\/a><\/em>\u00a0<\/p>\t\t\n
![\"showCoverImage\"](\"https:\/\/www.vanessalancaster.com\/wp-content\/uploads\/2026\/04\/showCoverImage.jpeg\" "\\"showCoverImage\\"")
\n\t<\/figure>\n\t\n\t\t\t\t\t\n\t\t\t\t\t\tEditorial Governance & Intellectual Architecture: Educational Studies Journal, Taylor & Francis\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
Assistant Editor to Editor-in-Chief Dr. Rebecca Martusewicz<\/h4>
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\n\t\t\t\t<\/a>\n\t<\/figure>\n\t\n\t\t\t\t\t\n\t\t\t\t\t\tBest Storytelling Content (2025)\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
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\n\t\t\t\t<\/a>\n\t<\/figure>\n\t\n\t\t\t\t\t\n\t\t\t\t\t\tAssociate Online Content Editor – Psychology Today 2021-2023\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
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Enterprise scale<\/strong><\/h5>Managed strategic content curation for a global platform reaching millions of daily users, optimizing for high-speed engagement and retention.
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Psychological governance<\/h5>Applied Educational Psychology to ensure clinical research was translated into intuitive, high-impact digital experiences.
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Operational integrity<\/h5>Directed a complex contributor ecosystem, maintaining rigorous standards for brand consistency and audience trust.<\/p>\t\t\n
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\n\t\t\t\t<\/a>\n\t<\/figure>\n\t\n\t\t\t\t\t\n\t\t\t\t\t\tStrategic Behavioral Architecture: The Lorna Young Foundation Inclusive Innovation & Curriculum Governance for Neurodivergent Youth\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t\t
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Inclusive Innovation & Curriculum Governance for Neurodivergent Youth<\/h4>
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The mandate<\/h4>Architected a national entrepreneurial framework for disadvantaged, gifted, and twice-exceptional (2e) youth. The mission was to translate the Lorna Young Foundation’s elite fair-trade business logic into a scalable educational ecosystem for high-potential students facing systemic barriers.
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The architectural win<\/h4>
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Evidence-based pedagogy<\/h5>Engineered a National Facilitator Manual grounded in advanced Educational Psychology and forensic needs-assessment data.
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Cognitive scaffolding<\/h5>Designed specialized instructional strategies that reconciled the unique profiles of 2e learners, turning complex business models into accessible, high-impact training.
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Systems impact<\/h5>Field-tested learning materials to ensure operational integrity and sustainable scaling within the foundation’s Not Just Us<\/em> national enterprise network.
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The outcome<\/h5>Successfully institutionalized a repeatable, research-backed model for Inclusive Entrepreneurship, enabling neurodivergent youth to translate complex ethical trade logic into sustainable startup ventures.“Vanessa is a startling person to work with. Not just in terms of her area of expertise, but in terms of her passion and knowledge, her dedication, and sheer SPEED that she cuts through stuff to get to the nub of something. Her contribution to the work of the Lorna Young Foundation’s ‘Not Just A Social Enterprise’ initiative has been invaluable.” <\/em>~Christina Longdon, Founder Lorna Young Foundation\u00a0Click Here for Letter of Reference from The Lorna Young Foundation<\/a><\/em>\u00a0<\/p>\t\t\n
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\n\t\t\t\t<\/a>\n\t<\/figure>\n\t\n\t\t\t\t\t\n\t\t\t\t\t\tNational Strategic Initiative: UK Department of Education Advocacy, Curriculum Governance & High-Potential Student Architecture (2013)\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
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The impact<\/h4>
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Mass-scale distribution<\/h5>Authored and edited the Guide to Higher Learning Potential,<\/em>\u00a0which was distributed to 30,000+ UK educational institutions to standardize excellence in gifted education.
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Governance & standardization<\/h5>Established a high-fidelity curriculum standard used by administrators and educators nationwide to reconcile academic rigor with individual cognitive development.
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Stakeholder alignment<\/h5>Managed the integration of diverse educational philosophies into a single, cohesive strategic resource for the Department of Education.
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The outcome<\/h5>Successfully implemented a national advocacy tool that redefined mastery for the highest-potential student demographic in the UK.<\/p>\t\t\n
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\n\t\t\t\t<\/a>\n\t<\/figure>\n\t\n\t\t\t\t\t\n\t\t\t\t\t\tMobile Comply Curriculum ~ Mobile App Development\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
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\n\t\t\t\t<\/a>\n\t<\/figure>\n\t\n\t\t\t\t\t\n\t\t\t\t\t\tGraduate Research Fair, EMU, 2012\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
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\n\t<\/figure>\n\t\n\t\t\t\t\t\n\t\t\t\t\t\tAmerican Educational Studies Association (AESA) and Comparative & International Education Society (CIES)- 2013\n\t\t\t\t\t\t<\/a>\n\t\t\t<\/h2>\n\t\t\t
Lead Researcher & First Author<\/strong><\/h4>
\n\t\t\tProfessional Writing\t<\/h2>\nLancaster, V. (2013). Experiences of administrators from independent schools with students who transition from under-resourced urban systems. Unpublished Qualitative Study.\nLancaster, V. (2012). Academically gifted adolescents transferring to an independent gifted school: Effects on academic identity. Unpublished Master’s Thesis.\nLongden, C., Connor, G., & Lancaster, V. (2012). Potential plus: Gifted guide to U.K. Schools. United Kingdom: Potential Plus (former NAGC U.K.).\nLancaster, V. (May 2011). Improving health in the workplace around Nyungwe National Park: Master trainer 5-day workshop curriculum and facilitator manual. Rwanda, Africa.\nLancaster, V. (2010). Training student teachers: Principles of classroom learning workshop\/facilitator Guide. Unpublished.\nLancaster, V. (2010). Training teachers: Motivating and challenging gifted learners in a multilevel classroom workshop. Unpublished.\n
\n\t\t\tProfessional Presentations\t<\/h2>\n\t“Globalization and Sorting Students: Equal Opportunities in the Education of Urban and High Ability Learners,” International Globalization, Diversity, & Education Conference, Spokane WA. Feb., 2014\n“(Re)Imagining Community and (Re)Claiming Inclusion from Exclusion?” International Globalization, Diversity & Education Conference, Spokane WA, Paper Presentation, February, 2014\n“Grounded School Choice in Uganda: Community Building from the Bottom to the Top,” American Educational Studies Association (AESA) Annual Conference, Baltimore, MD. October, 2013\nLancaster, Vanessa and Joe Bishop. 2013. “Assessing the Potential for Sustainable Education in Uganda through Considering School Choice and Sustainable Community Development.” Presentation at the Comparative & International Education Society annual conference, March 10-15, New Orleans\n“Academically Gifted Adolescents Transferring to an Independent Gifted School: Effects on Academic Identity,” Mid-Western Educational Research Association (MWERA) Annual Meeting, Evanston IL. October, 2012\n“Effective Teaching Strategies,” Kukanga Primary School, Mityana Uganda. May, 2012\n“Academically Gifted Adolescents Transferring to an Independent Gifted School: Effects on Academic Identity,” Eastern Michigan University Graduate Research Fair. March, 2012\n“Improving Health in the Workplace Around Nyungwe National Park,” Rwanda, Africa. May, 2011\n“Relationships Among Technological Communication, Learning and Social Development,” Eastern Michigan University Graduate Research Fair. March 2010.\n\u00a0Link to poster.<\/em><\/a>\n\t\t\t\t
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