Selected work.

Audience-led businesses operate blind to their conversation layer. Generic sentiment tools collapse meaningful signal into “positive / negative / neutral” and miss the dormant advocates, the cooled warm leads, and the ranked product-demand language sitting in the comments.

Educators and enterprise clients with content-driven business models, where audience response is a leading indicator and decisions about format, pricing, and product direction depend on reading the room accurately. Two tracks: a Creator Program for educators and online creators, and a Brands & Studios track for SaaS, gaming, media, and market research.

A productized intelligence service grounded in three meta-analyses encompassing 1,532+ effect sizes and designed against the documented failure modes of commercial sentiment tools. Complete-population analysis at the individual commenter level: every statistic traces to a computed value, every quote traces to a specific person on a specific piece of content.

A representative engagement reads 30,000+ comments across 17,000+ unique participants, surfacing 200 dormant advocates and a ranked product-demand inventory. Findings are delivered with citation-grade traceability rather than aggregate scores.

Most institutional leadership programs default to content delivery. Lectures, seminars, modules. The research is unambiguous that this isn’t where development actually happens, but the operational pull toward replicable curriculum is strong, and most programs end up reaching only the students already in leadership roles.

Authored during my tenure as Learning Strategist at UBC’s undergraduate-development programs, and benchmarked against fifteen peer institutions across North America to test where the framework agreed with prevailing practice and where it diverged.

A 12-chapter framework arguing that leadership is emergent, not taught. Organized around five pillars (service orientation, community and belonging, global perspectives, introspection paired with situational awareness, adaptability), grounded in the Social Change Model and the 70-20-10 framework, and explicit about the conditions under which content delivery moves the needle and the ones in which it doesn’t.

The position the white paper takes (that development happens through community, belonging, and experience rather than content transmission) later became the philosophical foundation for everything else: the AI adoption work, the Insight Engine’s design philosophy, the Headwater methodology.

Large staff-training programs face the standard tension between reach and depth. Front-loaded curriculum scales but doesn’t transfer. Hands-on coaching transfers but doesn’t scale.

Designed and led the Jump Start Leader Training program for student-staff at UBC’s undergraduate-development programs. A cohort of 330 to be onboarded with limited in-person time and a high standard for quality.

Communities of practice as the primary development vehicle rather than curricula. Multi-layered mentorship structures (formal mentors, peer coaches, accountability partners). Experiential workshops grounded in 70-20-10. Procedural content externalized into well-organized reference so face-to-face time could go to application, coaching, and judgment.

60% reduction in face-to-face training time. 91% participant satisfaction across the cohort of 330. The result that mattered more was the proof that the principle could survive scaling: when the externalization is rigorous and the human-delivery layer is preserved deliberately, programs at scale don’t have to choose between reach and depth.