Rachel Hudson-Gabrano

Rachel Hudson-Gabrano

Work History

Work History
2013 - Present

Senior Instructional Designer

2012 - 2013

Principal Consultant

NTT Data Federal

Designed and develop e-learning for federal client's training academy.

  • Served as an Instructional Systems Specialist (ISS) for the Instructional Design Unit
  • Collaborated with other Training Division units to design and develop Section 508 compliant e-learning while following the ADDIE process
  • Conducted training needs analysis to determine students’ learning needs
  • Facilitated training development by coordinating activities and information gathering with Subject Matter Experts (SMEs), graphic artists, flash developers, and video/multimedia specialists.
  • Managed the e-learning development project timeline and resources
  • Designed curriculum and develop full courseware including training storyboards, materials, manuals, WBTs, and reference guides
May 2010 - Jun 2012

Instructional Design Consultant

Deloitte Consulting

Provide instructional design consultant services for organizations such as Air Force Medical Services and Department of Veteran Affairs.

  • Full instructor led training courseware development including training materials, manuals, quick reference guides, etc.
  • Full e-learning courseware development Created Design Documentation to include: developing a learning management system (LMS), storyboarding and scripting courses, developing courses using Adobe Captivate, and publishing final courses to server.
  • Tracking and reporting completion rates and Kirkpatrick Level 1 results.
  • Conduct Kirkpatrick Level 3 evaluation for the Veteran Affairs Learning University.
  • Facilitate focus groups.
  • Develop learner and supervisor surveys.
  • Evaluate results from participants determining level of change due to training and factors that enabled or hindered change.
Jun 2009 - Apr 2010

Sr. Training Specialist

The Centech Group

As a member the SBInet training team developed and delivered training for Boeing and Department of Homeland Security (DHS).

·Conduct Job and Task Analysis to determine training needs and develop course objectives

·Full courseware development including training materials, manuals, quick reference guides, etc

·    Interface with subject matter experts (SMEs), management, and technical staff to develop training content that is accurate, effective and instructionally sound. Created Design Documentation to include: Site Map, Wire Frames, and Visual Design


·Received a Client Recognition Award in January 2010 for dedication to the training program and ensuring the training stayed on schedule.

Dec 2007 - Jul 2009

Production Senior Professional

Computer Sciences Corporation
  • Provide customer support for web-based products on multiple networks.
  • Select items to be transferred from one security or network domain to another security or network domain in accordance with policy.
  • Transfer selected items and load to the correct location on the server, ensuring indexes, metadata and other supporting information is updated as needed.
  • Perform quality assurance of all items transferred and loaded including text, images, hyperlinks, metadata, and HTML metatags and ensure that all items are properly presented by the web browser.
  • Serve as the final human reviewer of items to be released to the target security/network domain.
  • Ensure appropriate records of data and information transferred are created and maintained.
  • Capture, maintain and accumulate statistics that show quantities and timelines for products and data transferred from one domain to another domain.
Aug 2008 - May 2009

Graduate Student/Instructional Designer

T/TAC Online - George Mason University

As a member of the Immersion Team collaborated on an instructional design project for T/TAC Online, an organization that falls under the umbrella of Virginia Department of Education (VDOE).

  • Conducted a Performance and Needs Analysis to determine training needs
  • Determine instructional design by gathering Strategy Documentation to include: Competitive Analysis, Content Inventory, and Concept Map of existing and proposed design
  • Created Design Documentation to include: Site Map, Wire Frames, and Visual Design


  • Recommended that T/TAC update the staff login and view of T/TAC Online.  The proposed new design would streamline the development of online training while staying consistent with Section 508 Compliance.
  • Identify software tools to enhance and modernize the feel of online training
  • Recommended that T/TAC Online embrace a Web 2.0 environment to enhance collaboration and training needs
2002 - 2008

Ergonomics/Facilities Specialist

RAND Corporation

Ergonomic/Facilities Specialist

  • Managed ergonomic training program for the Washington Office
  • Conducted individual training sessions and workshops on office ergonomics and use of office supplier’s website
  • Managed and tracked metrics for ergonomic assessments, training, and distribution of supplies
  • Liaison for office supplies and vendor relations

Administrative Assistant, Facilities Services (2002 - 2006)

  • Provided administrative support to the Director of Facilities, Facilities Services Manager, and Assistant Manager
  • Served as a team leader for the customer call center and developed on-the-job training guides.
  • Conducted training workshops for new online database systems
  • As the Commuter Assistance coordinator, created training manuals for new employees
  • Ensured that the internal website was up-to-date
  • Managed office budget for the Facilities department using Oracle


  • Proactive in cutting departmental costs by disputing incorrect billing, eliminating unnecessary service contracts, and setting up new service contracts to avoid costly service calls
  • Created new Visitor Center Guides for traveling staff
Jun 2007 - Aug 2007

Student Trainee/Intern

Department of Defense
  • Provide instructional design support working closely with the Program Manager, Facilitators, Curriculum Manager and Program Support Officer
  • Observed modules and prepare written reports to include observations and recommendations/suggestions
  • Assist in the compilation of student assessments/evaluations. Prepare statistical data as needed.


  • Redesigned the Baseline Knowledge Test 
  • Collaborated with Facilitators on the module “Problem Solving”, adding validity, i.e. real life scenarios that focuses on why the module is important to the student.


Jun 2008 - May 2009



Graduated May 16, 2009

Ms. Hudson was a full-time, Immersion student and served as a member of eight students working on an instructional design project for T/TAC Online, an organization that falls under the umbrella of Virginia Department of Education (VDOE).

Different from a traditional three-credit course model, the Immersion Program allows students learn to manage and solve complex instructional issues related to effective instructional design much as they would in the real world. Professors, instructors, and representatives from the sponsoring organization support students through the project experience. The Immersion Program is designed to allow students to participate in at least two separate project practicums, which allow for the opportunity for involvement in multiple roles and the refinement of the design processes crucial to this field of study.

The outcome of the full-time experience is to analyze, design, develop and evaluate a project prototype based on current theory and practice and presented to the client-sponsor organization. To accomplish this, students are assigned specific roles in project teams of approximately 8-10 student members as part of their project development practicum. The design teams focus on the assigned project to propose and develop solutions for that particular design situation. Students are required to work together in this intensive team-based experience to apply and refine a myriad of instructional design and development skills as well implement a high level of communication and problem solving skills that provides significant grounding for the real world practice of instructional design.