FACILITATION PRACTICE
I design and facilitate experiences that help people explore, make meaning together, and move toward purposeful action.
Across learning spaces, leadership development, workshops, community organizing, and civic spaces, I create conditions for people to build trust, deepen learning, and contribute with greater agency.
EXPLORE MY FACILITATION WORK
MY PURPOSE
What I’m Working Toward
A practice rooted in integration.
I can bring all of me with me.
My artistry, leadership, curiosity, lived experience, attention to systems, and commitment to community don’t sit outside my facilitation. They shape how I listen, what I notice, the questions I ask, and the conditions I create.
At the center of my practice is a question:
What conditions help us see more truthfully, make meaning together, and imagine what could be possible?
FACILITATION PRACTICE
How I Show Up
The capacities I bring into the room and continue strengthening through practice.
Presence
Storytelling
Curiosity
Reading the room
Systems thinking
Intentional experience design
Emotional Intelligence
How I’m Continuing to Grow
Voltage Control’s Core Facilitation competencies give me a language for examining my practice. I use them as an ongoing reflection tool rather than a finish line.
Purposed
Being more selective about what belongs in an experience so purpose drives design rather than quantity.
Inclusive
Designing participation with greater attention to power, consequence, hierarchy, and who may not experience an invitation to speak as safety to speak.
Clear
Building clearer assessment and check-ins throughout an experience so I can better understand what participants are making meaning of.
Crafted
Doing less with greater intention, with closer attention to cognitive load, pacing, and what participants need to stay present.
Adaptive
Trusting silence, uncertainty, participant meaning-making, and necessary pivots without interpreting adaptation as failure.
Strong plan, loosely held.
FIVE ROOMS / SELECTED CASES
The Practice, In Context
Five different rooms. One evolving practice shaped by what each one asked of me.
01.
Organizational Experience Design
Walking the Path: An Immersive Look at the Braven Accelerator
Story creates proximity.
I use story and immersive design to help people encounter systems through human experience.
02.
Higher Education + Sustained Facilitation
104 Learning Labs
A room is never the same twice.
VIEW CASE STUDY
104 Learning Labs taught me to prepare deeply, read the room, and change course when the people in front of me needed something different.
03.
Storytelling + Pedagogy
Your Story, Your Superpower
Storytelling as a learning tool.
VIEW CASE STUDY
I use storytelling to create reflection, connection, and participant meaning-making.
DOCUMENTARY IMAGE
PLACEHOLDER
04.
Leadership Development + EQ
EQ-i 2.0® Debrief
The assessment is an invitation.
VIEW CASE STUDY
I use inquiry to help people construct meaning rather than handing them conclusions about themselves.
05.
Community + Power + Belonging
Creating Spaces for Voice, Accountability & Healing
Who needs to speak, and who needs to listen?
VIEW CASE STUDY
I design participation with attention to power, safety, voice, and what different communities need from a room.
How I Design
CONNECT
Create the conditions for people to arrive, feel a sense of belonging, and understand how they are being invited into the experience.
EXPLORE
Use curiosity, questions, and multiple perspectives to help people examine what they know, notice what they may be missing, and learn from one another.
EXPERIENCE
Move ideas beyond explanation through storytelling, dialogue, simulation, reflection, and other experiences that make learning tangible.
MAKE MEANING
Create space for people to reflect on what happened, connect it to their own context, and construct meaning together.
ACT
Help people translate what they have discovered into agency, decisions, commitments, or a purposeful next step.
REFLECTIVE PRACTICE
Looking Back, Designing in the Present, Looking Forward
Reflection informs how I design, respond, and adapt.
Looking Back
Draw from what the room has already taught me: participant response, energy, silence, confusion, belonging, assessment, and feedback. I pay attention to patterns, surprises, and gaps between what I intended and what participants actually experienced.
Designing in the Present
Bring reflection and anticipation into the design itself. I prepare intentionally without treating the plan as more important than the people experiencing it, creating enough structure to hold the learning and enough flexibility to respond to the room.
Looking Forward
Anticipate what participants may need to engage meaningfully: clarity, choice, challenge, support, pacing, accessibility, and different pathways into participation. Then stay responsive to what actually happens in the room.
A NOTE ON PRACTICE
What the Room Has Taught Me
What I understand now
I understand now that I can prepare deeply without holding too tightly to the plan. Some of my best facilitation happens when I’m paying attention to what the room is revealing and making choices from there.
What I would preserve
My attention to people. I would preserve the use of story, thoughtful sequencing, clear purpose, and opportunities for participants to learn through one another. I would also preserve the preparation that allows me to be more present and responsive once I enter the room.
What I would change
I would design with greater simplicity and more space. Earlier in my practice, I sometimes equated strong facilitation with how much I could thoughtfully prepare or include. I now want to make more deliberate choices about cognitive load, instructions, pacing, silence, and when the facilitator should step back.
What I’m practicing next
I’m practicing trusting the room more. That means designing for shared participation and ownership, noticing what participants are learning and experiencing as we go, and adapting when the room needs something different.
I’m also practicing integration: trusting that I don’t have to leave parts of myself outside the room, while becoming more intentional about what I bring forward, when, and why.
Credentials + Training
Certified Facilitator, Voltage Control
EQ-i 2.0® & EQ 360® Certified Practitioner
Racial Justice Certificate · The Haywood Burns Institute
CONTACT
START A CONVERSATION