Biography
With over 15 years of experience in instructional design and curriculum development, Anne Doring leads continuing education programs, focusing on online and hybrid learning. Doring collaborates with stakeholders to ensure innovative, learner-centered programs that enhance professional development.
Her strong commitment to integrating curriculum design with technology drives her work at SHRS, where she develops interactive content that supports healthcare professionals’ growth. Doring enjoys the challenge of identifying learning gaps and designing solutions that make a meaningful impact on both education and practice.
Before SHRS, Doring worked in industry managing large-scale learning programs, gaining valuable experience in delivering high-quality initiatives. She is dedicated to expanding SHRS’ offerings and increasing their visibility while supporting lifelong learning for professionals.
Education
- Bachelor of Arts in Professional Writing and Creative Writing, Carnegie Mellon University
- Master of Science in Library and Information Science, University of Pittsburgh
- Doctoral Degree in Instructional Technology, Duquesne University
Research Interests
- Knowledge sharing and motivation
- Online social presence
- Professional development of educators
Publications
- Mancilla, R., Frey, B., & Doring, A. (in press). Mentoring instructional designers in higher education: A needs assessment. Performance Improvement.
- Doring, A., Hodge, A., & Heo, M. (2014). Online learners and their self-disclosure preferences. JITE, 13, 163-175.
- *Margolis, J., Durbin, R., & Doring, A. (2016). The missing link in teacher professional development: student presence. Professional Development in Education, 1-13.
