CONSULTING SERVICES

As an in-person and online learning and curriculum consultant, Corrie values the lived experiences of diverse learners and is committed to building equity in learning environments. She creates curricula and facilitates hands-on activities, reflection, and sense-making that foster growth and change.

Corrie’s experiences span the breadth of transformational adult learning, from supporting individual learners to facilitating change processes with government, higher education, and community learning organizations to ensure policies, programs, and curricula include all learners.

Connect with Corrie to learn how her expertise can help you.

Corrie’s experiences span the breadth of transformational adult learning, from supporting individual learners to facilitating change processes with government, higher education, and community learning organizations to ensure policies, programs, and curricula include all learners.

Integrating Universal Design for Learning (UDL) and Culturally Responsive Education (CRE), in addition to proven adult education best practices, is key to Corrie’s approach.

A learning design framework based on the neuroscience of learning, UDL is supported by more than 800 peer reviewed articles about neuroscience and pedagogy. Each human brain is different. UDL recognizes that learning experiences can and must be designed to recognize, leverage, and celebrate this. The UDL framework guides us in creating learning experiences that support participants and the process with appropriate learning goals, materials, methods, assessments and policies.

Learners and educators come to the classroom with meaningful experiences that affect their readiness to learn. CRE — also called Culturally Responsive Pedagogy (CRP) — understands and considers the impact deep culture has on learning. CRE recognizes that our readiness to learn is affected by our cultural and linguistic diversities and how we are affected by educational inequalities. It’s important to note that this lack of readiness is caused by the sole use of Eurocentric pedagogy and continued institutional and systemic oppression, not by the limits of diverse cultures.