Kristina Wilson

Learning Designer

As a Learning Designer in the School of Professional Studies, I collaborate with faculty as an advocate for curricular excellence, innovation in design and technology, universal design for learning, and superior student engagement and experience. I am also a Quality Matters Peer Reviewer. Please feel free to connect with me on LinkedIn or follow my Twitter account for Canvas tips, industry and university news, and live conference discussion.

Prior to joining Northwestern, I worked with faculty in a broad range of disciplines—from thanatology to business ethics to art history—as an Instructional Designer at another private, non-profit university in Chicago. Before immersing myself in instructional design, I worked as a teaching assistant, writing fellow, and bookbinding lab monitor, as well as a rare books cataloger, archive-scanning technician, and special collections assistant.

  • 2018 – MA in Writing, Rhetoric, and Discourse – DePaul University (Anticipated)
  • 2017 – Online Teaching Certificate – Rutgers University
  • 2017 – Graduate Certificate in Instructional Design – University of Wisconsin-Stout
  • 2014 – MFA in Writing, with focus on creative nonfiction and poetry – The School of the Art Institute of Chicago
  • 2012 – BA in English, concentration in Children’s Literature – University of Florida

When I’m not working, I enjoy hiking, road trips, coffee, and hunting for textual fragments of glass, pottery, and porcelain that I collect at my blog, Detritus: Poems from the Thames Foreshore.

Posts by: Kristina Wilson

How (and Why!) to Write a Pre-Course Survey or Questionnaire

Introduction Have you ever wished that you knew a little more about your students, beyond what is shared in an introduction discussion? Have you ever hoped that students might take a moment to reflect on success strategies before your course begins? Would you like to be certain that students have reviewed the materials needed to get started in your class? If so, a pre-course survey or questionnaire may be just the way to get started in your online or hybrid class. Check out three different types of pre-course surveys and questionnaires, including rationale, approaches, and question types, Learning About Your


Reflecting on the Loyola Digital Accessibility Conference

Introduction The Loyola Digital Accessibility Conference was organized by graduate students in the digital humanities program at Loyola University. The event drew presenters and attendees from all over the country, including a team who called in from University of California-Davis! Content Specialist Christine Scherer and Learning Designer Krissy Wilson represented the School of Professional Studies Distance Learning department on the Tackling Large Scale Accessibility panel. The presentations covered a wide range of issues, from accessibility of digital library resources to podcast transcripts to retrofitting inaccessible web pages. But there were common themes raised throughout the conversations. One theme was that


Five Ways to Incorporate Universal Design for Learning into Your Online Course

Introduction What if someone told you that there were research-proven techniques you could use to improve your online class for all students, increasing retention, persistence, and satisfaction by more than 4% over the baseline? I’m sure you’d be skeptical. Students differ so significantly from each other and from quarter to quarter; how can any instructor anticipate the individual needs of every student? Universal Design for Learning is a great place to start. What is Universal Design for Learning? At its core, Universal Design for Learning is a flexible, research-based pedagogical framework that aims to develop curriculum that meets the needs


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