About ICF

Stephanie Spinapolice

Director, Innovative Learning Solutions
Stephanie is an innovative learning solutions expert with more than 15 years of experience developing e-learning and blended learning courses.

Stephanie is an innovative learning solutions expert with more than 15 years of experience developing instructor-led e-learning and blended learning courses for multiple public and private-sector clients. As a results-driven instructional designer and project manager, Stephanie consults with clients to develop customized learning solutions. She analyzes clients’ training needs, collaborates with subject matter experts to develop content on a broad range of topics, and designs classroom and online activities to enhance the learning process.

Stephanie advocates for user-centered design to deliver learning experiences when, where, and how learners want and need them. She manages large-scale learning projects and leads cross-functional subject matter experts, technologists, graphic designers, and instructional designers. She also ensures learning products meet Section 508 of the Rehabilitation Act accessibility standards that require electronic and information technology (EIT) be accessible to people with disabilities.

Stephanie’s clients include agencies such as the Federal Emergency Management Agency, Federal Highway Administration, and Centers for Disease Control and Prevention.

Since 2014, Stephanie has supported the Cybersecurity and Infrastructure Security Agency’s Office for Bombing Prevention. She led teams that designed and developed over 150 hours of instructional content for more than 25 training courses ranging from in-person classes and role-player exercises to graphic novel story-based online training and open-world simulated training. Stephanie ensures these courses are interactive and scenario-based, integrating case studies and situations often seen nationwide.

"Designing learning products is a balancing act: Learning should be challenging but not too difficult; it should be engaging but still serious; it should be comprehensive but not too long. When people reach the “Goldilocks level” of learning, it is a thing of beauty. You see them grow in their performance, in their careers, and as leaders, and the benefits ripple throughout the organization."
  • M.Ed., Pennsylvania State University
  • B.S., Ithaca College
  • “Putting the T into ISD,” eLearning DevCon, 2012.
  • “Cooperative Learning: The Current State of Practice and Suggestions for Improving Student Learning,” Institute of Behavioral and Applied Management, 2006.
  • “Using Assessment to Create Effective Cooperative Learning Teams,” Institute of Behavioral and Applied Management, 2005.
  • “Enhancing Cooperative Learning in Accounting: A Review and Suggestions for Improving Processes in Learning Teams,” American Accounting Association, 2004.