Instructional Design Expertise of CEO Sandra Rogers, PhD
Education and Experience
Sandra Rogers, Ph.D., has 30 years of experience as an educator with a strong focus on accessibility in education. She holds a doctorate in instructional design and a master's in teaching, enabling her to create courses and learning materials that are engaging and inclusive for diverse audiences at both large and small institutions.
Dr. Rogers is an accomplished author, educator, futurist, instructional designer, researcher, and trainer. She completed her futures thinking training at the Institute for the Future in Palo Alto, California, and has applied her futures thinking skill set since 2022 in a cohort within the University of California, Berkeley Research, Teaching, and Learning (RTL) department, further strengthening her expertise in educational design.
Instructional Design Work
At UC Berkeley, Dr. Sandra Rogers, PhD, collaborated with faculty and the media team to develop innovative remote instruction solutions during the pandemic. She designed 65 new online courses and redesigned five courses to transition from summer to the academic year, ensuring many existing courses were updated to reflect the latest research-based practices. Additionally, these efforts prioritized accessibility in education and compliance with new accessibility requirements while incorporating relevant content. For the Center for Teaching and Learning, Dr. Rogers served as a consultant and trainer, developing essential course templates, training presentations, how-to guides, and accompanying web pages. She also co-created and co-led a community of practice focused on the use of generative AI for the RTL unit, partnering with the Library and Data Services.
Her expertise in educational design extends beyond UC Berkeley, as she has served as a designer for institutions like UCLA, Spring Hill College, the University of South Alabama, and the US Office of Interest, previously located in Havana, Cuba.
Scholarship of Teaching and Learning
Dr. Sandra Rogers, PhD, is actively engaged in the scholarship of teaching and learning, contributing to academic journals and books on critical topics such as accessibility in education, active learning, community of inquiry, digital citizenship, problem analysis, second language acquisition, and the Universal Design for Learning. Here’s a list of her most recent and upcoming publications:
Rogers, S. A. (2025). Problem Analysis for Instructional Design. University of California-Berkeley. https://berkeley.pressbooks.pub/teacherrogers/
Rogers, S. A., Allen, T., Bradley, A., Cohn, J. D., Gomas, C. A., & Kearns, J. K. (2025). Centering Accessibility and UDL in Faculty Development of Online Instructors. In R. M. Reese & A. Lomellini (eds), Advancing Accessibility: Practical Strategies for Instructional Designers and Educators. https://doi.org/10.59668/2204.23923
Rogers, S. A., Steppe, R., Stokes, A. V., & León, G. (2026). EDUCAUSE Mentoring: Case Studies in Instructional Design. [Manuscript submitted for publication]. Center for Teaching and Learning, University of California, Berkeley.
To learn more about her scholarship, service, and work in educational design, visit her instructional design and technology blog, Teacherrrogers.