Rebecca J. Lundeen, Ed.D.

Educational Psychologist
Learning Strategy & Design Consultant

Designing Learning That Works

I’m a teacher turned educational psychologist dedicated to helping organizations design, evaluate, and improve learning programs using evidence-based research and real-world application.

For over two decades, I have been passionately applying learning science and motivation principles in practice, leading global learning design teams, developing innovative multimedia-rich online courses for top universities, and helping organizations evaluate learning effectiveness to drive meaningful change.

I hold an Ed.D. in Educational Psychology from USC, where my research focused on learning science and motivation in curriculum design and program evaluation. As a first-generation college graduate, I understand the power of well-designed, inclusive, and accessible learning experiences.

How I Can Help

✔ Learning Design – Crafting learning experiences that are efficient, effective, and grounded in learning science
✔ Program Evaluation – Measuring learning impact and providing data-driven insights for improvement
✔ Consultation & Strategy – Advising organizations on learning strategy, instructional design, and assessment best practices

About Dr. Lundeen

Learning Design Philosophy

“I believe learning should be purposeful, evidence-based, and learner-centered. My approach begins with a deep understanding of the learner and the task, drawing on cognitive science, motivation theory, and sociocultural perspectives to craft engaging experiences. I prioritize clarity of outcomes, goal-directed design, and equitable access, ensuring every learning solution is effective and meaningful.”

A flat lay of a workspace showing a smartphone with a website for Lundeen Learning, a closed beige notebook, a black pen, a pair of brown glasses, and a silver laptop with a Lundeen Learning sticker.

  • Founder, Lundeen Learning

    Associate Lecturer, Master of Science in Learning Design and Technology, University of San Diego

    Advisory Committee Member, EDIT AI Training Initiative, Cedars Sinai Medical Center, Department of Digital Pathology & Computational Biomedicine

  • Degree-Granting Education

    DOCTOR OF EDUCATION, EDUCATIONAL PSYCHOLOGY 2015, University of Southern California (USC)

    MASTER OF ARTS IN EDUCATION, EDUCATIONAL PSYCHOLOGY 2012, Azusa Pacific University

    BACHELOR OF ARTS, DUAL DEGREE: PSYCHOLOGY; SOCIOLOGY 2000, University of Southern California

    Certification Training

    QM-CERTIFIED HIGHER EDUCATION PEER REVIEWER 2025, Quality Matters

    QM-CERTIFIED K-12 COURSE REVIEWER 2025, Quality Matters

    NATIONALLY CERTIFIED SCHOOL PSYCHOLOGIST 2012, National Association of School Psychologists

    PUPIL PERSONNEL SERVICES CREDENTIAL: SCHOOL PSYCHOLOGY 2012, California Department of Education  

    MULTIPLE SUBJECT K-12 TEACHING CREDENTIAL 2007, California Department of Education

    ENGLISH LEARNER (EL) AUTHORIZATION AND CROSS-CULTURAL, LANGUAGE, AND ACADEMIC DEVELOPMENT (CLAD) CERTIFICATE 2007, California Department of Education

  • Corporate / Startup

    • Organizational Strategic Goals and Performance Management

    • Compliance Training and Onboarding

    • Medical Education and Graduate Certificate Programs

    • Virtual Instructor-Led Training (VILT)

    • Health / Wellness Apps

    Nonprofits

    • Program Evaluation

    • Professional Development eLearning

    Higher Education

    • Teaching and Research

    • Graduate Programs

    • Faculty Support

    Early Learning / K-12

    • Teaching and Instructor-Led Teacher Training (ILT)

    • Early Literacy Intervention

    • Social Emotional Learning (SEL) Curriculum Development

    • Positive Behavioral Interventions and Supports (PBIS)

    • Multi-Tiered System of Supports (MTSS)

    • Program Design, Implementation, and Evaluation

  • USD M.S. IN LEARNING DESIGN & TECHNOLOGY

    • LDT 520 Advanced Learning Theory and Design: Examine advanced topics in instructional design, including needs assessment, learner characteristics, alignment of learning objectives, instructional strategies, and formative and summative assessment. Explore critical theories used to frame how we understand learning and motivation. Learn to employ sound design principles and best practices in planning, designing and evaluating effective learning experiences.

    • LDT 550 Educational Research Methods: Focus on using evidence-based research and data to inform program and instructional design decisions, conduct a review of scholarly literature to investigate a topic and identify gaps in the research, pose research questions, and write a research proposal for further study.

    USC UNDERGRADUATE MINOR IN EDUCATIONAL PSYCHOLOGY & TECHNOLOGY

    • EDPT 110: Motivation and Learning Strategies: Apply research in cognitive psychology and motivation theory to improve students' learning in different academic disciplines.

    USC M.Ed. IN LEARNING, DESIGN, & TECHNOLOGY

    • EDUC 503 Learning and Motivation: Design and advancement of learning and motivation outcomes in various environments through a systematic examination and application of current research. 

    • EDUC 587/588 LDT Master's Studio: Master’s thesis advisement supporting students to design and implement a learning design capstone project that applies knowledge and skills learned.

    • EDUC 595 Instructional Design: Formulate and design effective instruction with an emphasis on analysis of media characteristics and instrumentation requirements.

    USC M.Ed. IN EDUCATIONAL COUNSELING

    • EDPT 502 Learning and Individual Differences: Apply theory and research in learning, development, individual differences, and social psychology related to education and training contexts. 

    USC Ed.D. IN EDUCATIONAL LEADERSHIP

    • EDUC 790/792/794 Critique of Research in Education: Doctoral dissertation advisement in curriculum design.

    USC Ed.D. IN ORGANIZATIONAL CHANGE & LEADERSHIP

    • EDUC 764 Dissertation in Practice: Doctoral dissertation advisement in organizational change and leadership.

  • ADJUNCT ACHIEVEMENT AWARD, USC Rossier School of Education 2019-2020

    OUTSTANDING FACULTY MEMBER, USC Students of Higher Education Counseling 2018

    OUTSTANDING FACULTY MEMBER, USC Rossier Student Organization 2017 

    PROFESSOR OF THE YEAR, USC Rossier Student Organization 2016

  • American Educational Research Association (AERA)

    American Psychological Association (APA) 

    Association for Talent Development (ATD) 

    California Association of School Psychologists (CASP)

    Instructional Design Freelance Professionals (IDLance)

    Instructional Designers Association (IDA)

    National Association of School Psychologists (NASP)

    National Center for Faculty Development & Diversity (NCFDD)

    Orange County Association of School Psychologists (OCASP), Board Member: 2011 – 2013 

    Online Learning Consortium (OLC)

    Quality Matters (QM)

    Society for Human Resource Management (SHRM)

  • Malloy, C. L., & Lundeen, R. (2023, December). Certificate in Community Outreach and Engagement Program Evaluation. Formative evaluation for Cedars Sinai Cancer, Los Angeles, CA.  

    Malloy, C. L., Kim, E., Lundeen, R., & Sanchez, R. (2020, October). LAUSD Community of Schools Formative Evaluation. Program evaluation for the LAUSD Board of Education, Los Angeles, CA.  

    Patel, P. & Lundeen, R. (2019, October). USC Center for Excellence in Teaching (CET) Teaching enhancement series: Active learning. Workshop presented to the faculty at USC Keck School of Medicine, Los Angeles, CA.  

    Lundeen, R. (2018, July). Pathways to teaching in higher education. USC Rossier School of Education & Dean's Superintendents Advisory Group Leadership Conference, Los Angeles, CA.  

    Lundeen, R., & Rule-Ramirez, J. (2017, April). Teaching the Second Step program with CLASS: Best practice strategies for early social emotional learning. National Head Start Association, Chicago, IL.  

    Kandel, J., & Lundeen, R. (2016, May). Train to sustain: Best practice staff training methods for early childhood social emotional learning. National Head Start Association, Nashville, TN.  

    Lundeen, R., Jacobson, D., Aranda, Y., & Cano-Ureña, A. (2014, May). Response-to-Intervention: A framework for preschool. National Head Start Association, Long Beach, CA.  

    Lundeen, R., & Sikkenga, A. (2014, February). School-based consultation and managing teacher resistance. National Association of School Psychologists, Washington, DC.  

    Lundeen, R. (2013, February). Response-to-Intervention (RTI) Project: Pre-academic curriculum. Training presented at the Los Angeles County Office of Education, Head Start-State Preschool Division, Santa Fe Springs, CA.

    Lundeen, R., & Sikkenga, A. (2013, February). Effective school-based consultation for school psychologists. National Association of School Psychologists, Seattle, WA.  

    Lundeen, R., & Sikkenga, A. (2012, March). Effects of family involvement on externalizing behaviors of students across publicly and privately funded preschools. California Association of School Psychologists, Costa Mesa, CA.  

    Lundeen, R., & Gallo, S. (2012, September). Teacher consultation. Training presented at the Los Angeles County Office of Education, Head Start-State Preschool Division, Santa Fe Springs, CA.

    Sikkenga, A., & Lundeen, R. (2012, February). A RtI road map for the urban school psychologist. National Association of School  Psychologists, Philadelphia, PA.  

    Olvera, P., Lundeen, R., & Sikkenga, A. (2011, April). Response to intervention: Social-behavioral model for urban schools. California Association of School Psychologists, Costa Mesa, CA.

Let’s work together.

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