Cameron Salehi is a Director of Instruction and Curriculum at a large urban school district and a graduate of the University of San Diego’s MS-LDT program. He applies the design frameworks and human-centered approaches developed at USD to lead systems of professional learning and instructional design that promote equity, innovation, and engagement across schools. His practice is informed by more than two decades in education, as a teacher, reading specialist, school administrator, and district leader, and by a deep commitment to designing environments where both educators and students thrive. As a doctoral student in Educational Leadership at UCLA, Cameron’s research explores how leadership, policy, and design can disrupt systemic inequities and cultivate just, empowering learning experiences for historically underserved communities.
Why did you choose the LDT program?
I chose the Learning Design and Technology program at the University of San Diego because of its academic reputation and the intellectual rigor it brings to the field of learning design. When researching comparable programs, USD’s approach stood out for its integration of design thinking, learning theory, and technology within a framework that values equity and human-centered practice. The program’s faculty expertise and high national ranking reflected a commitment to both scholarship and innovation, which aligned with my professional and doctoral goals. I wanted a program that would challenge me to think critically about how design influences learning at scale, and USD delivered that in every way.
How did the LDT program help you achieve your career goals?
The Learning Design and Technology program strengthened my ability to design systems of professional learning that are intentional, equitable, and grounded in research. It deepened my understanding of how design, data, and human behavior intersect to influence how educators learn and change within complex organizations. The program helped me refine my approach to leading instructional design at scale, integrating design thinking, technology, and learning science into district-level practice.
What advice would you share with prospective LDT applicants?
Expect to be challenged in the best possible way. The Learning Design and Technology program is rigorous, intellectually engaging, and led by professors who are true experts in the field. Their guidance pushes you to think critically about design, research, and the human side of learning. The coursework is demanding but purposeful; each assignment is designed to build the knowledge and skill set you’ll need as an instructional designer and leader. My advice is to lean into the process, stay reflective, and take full advantage of the expertise and feedback you’ll receive along the way.
Who was your favorite instructor in this program?
My favorite instructor was Dr. Evans. Her feedback on my capstone project fundamentally changed the way I think about design, reflection, and my own professional practice. She pushed me to engage deeply with my ideas and challenged me to connect theory to authentic, meaningful outcomes. At times when the work felt daunting, her guidance made it both achievable and transformative. Dr. Evans has a remarkable ability to elevate your thinking while keeping the process grounded and human; that combination made the experience unforgettable.
What were you balancing while participating in the LDT program?
While completing the LDT program, I was balancing a full-time district leadership role and family responsibilities. The workload was demanding, but the structure of the program made it possible to stay deeply engaged. What I appreciated most was that every assignment served a purpose; it wasn’t busywork. Each project intentionally built the knowledge, skills, and abilities required to operate as a high-level practitioner in learning design. The faculty designed the experience so that theory and practice were inseparable, and that made the learning both sustainable and immediately applicable to my work.
LDT Graduating Class:
2025