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Graphics Technologies at UCM Testimonial
Graphics Technologies at UCM Testimonial
Graphics Technologies at UCM Testimonial
Graphics Technologies at UCM Testimonial

Success Stories

Holly Davenport


Highly motivated, creative and versatile professional with over ten years of experience in educational technology. Areas of expertise include: instructional design, distance learning, course design/development, training focusing on pedagogical best practices, web development, and leadership of an instructional technology department. Especially skilled at building effective, productive working relationships with faculty, staff, students, and outside constituents. Excellent leadership, diplomacy and communication skills. Proven ability to design and deliver innovative and effective instructor-led and self-paced learning solutions for face-to-face and online environments.


Senior Instructional Designer
John Jay College

January 2013 - Present, Greater New York City Area

Director of Distance Learning
LIM College

August 2010 - December 2012, Greater New York City Area
Work collaboratively with faculty and staff to promote continuing education, distance education and online course development while providing support to students and faculty. Lead the advancement of the College's distance learning program and help move the institution toward the goal of fully online degrees. Assure that distance learning courses meet the same integrity and rigorous standards as their face-to-face counterparts. Administer all online course delivery vehicles; provide support with online course design. Leverage current distance learning technologies and applications with instructional design best practices.

Coordinator, Technical Projects
University of Central Missouri

July 2004 - August 2010, Warrensburg, MO
Increased instructional design/technology options and efficiencies offered to faculty and students. New technologies implemented, resulting in significant cost savings on applications. Restructured department budget to maintain and sustain multiple budget reductions. Trained over 100 faculty on peer course review rubric focusing on national standards of quality online course design. Created web-based interactive media for the following areas: instructional training, research findings, historical preservation, and academic courses. Developed training curriculum for faculty and staff. Provided research on various new tools to increase interactivity and productivity within face-to-face and online classrooms.

Adjunct Instructor, Graphic Arts
University of Central Missouri

August 2005 - December 2009, Warrensburg, MO
Sought out by department to teach “Principles of Multimedia.” Course taught primarily to junior and senior level students; covering fundamental design principles. Offer hands-on instruction in: digital video planning and production, web animation, HTML, CSS, and full site design. Course curriculum and materials created and revised each semester to keep course content fresh.

Instructional Design Specialist
University of Central Missouri

April 2000 - August 2004, Warrensburg, MO
Spent four years building instructional design and technology department from scratch. Helped hundreds of faculty restructure curriculum for transition to hybrid and online environments. Focused efforts on creating pedagogically sound learning experiences for students via well-researched educational technology. Developed technology standards for online educational environments. Served as designer, educational consultant, technical trainer, guest instructor/speaker, and workshop coordinator.



Configuring History: Teaching the Harlem Renaissance through Virtual Reality Cityscapes
Peter Lang Publishing
4 Authors: Holly Davenport, James J. Sosnoski, Patricia Harkin, Bryan Carter

July 2006
The multidisciplinary essays in Configuring History describe how teachers can use virtual reality technology to teach the Harlem Renaissance. Describing in detail the construction of Virtual Harlem, Bronzeville, and Montmartre - all important sites in African American cultural history - the essays delineate the technologies employed in the construction of these cityscapes and the learning theory - configuring history - that informs the project. The book provides a model of a collaborative learning network, linking classrooms at universities in the United States and in Europe, and demonstrates the importance of collaboration between the sciences and the humanities for the future development of instructional technologies.