I started by teaching myself how to design websites, build funnels, and sell online. That work grew into e-commerce, digital products, online courses, automation, applied AI, UX/UI, and immersive training.
Today, I help small-business owners turn what they know into websites, customer systems, automated workflows, AI-supported tools, and learning experiences that people can understand and use.
The path was not linear. Each stage exposed another part of the business that had to work.
While earning my Master of Education in Positive Coaching, I was also teaching myself how to present and sell my work online. I studied website design, funnels, offers, and digital marketing through YouTube and Russell Brunson’s books, training, and ClickFunnels ecosystem. His approach to offers, funnel architecture, and direct-response pages still influences how I think about websites today.
I began building websites and online stores. That work taught me that a site is never only a set of pages. The offer, message, checkout, customer information, fulfillment, communication, and follow-up all have to support the same outcome.
At a learning center, I saw how much time was spent creating workshop materials, handling registrations, following up, and delivering information repeatedly. We turned five-hour workshops and bonus resources into digital products, workbooks, and password-protected website pages for teachers and students. Those systems reduced printing, made the information easier to carry, and created new revenue beyond the live workshop.
I kept advocating for online courses, virtual tutoring, group coaching, and digital classes because I believed they were becoming the next form of access. The idea was not to replace the teacher. It was to extend the teacher’s knowledge beyond one room and one scheduled event.
Students stopped coming in person. Workshops were cancelled. The business needed a different way to teach, communicate, and deliver value.
I learned Zoom deeply enough to help teachers use it, support students when they had questions, and prepare for a future in which one-on-one appointments and classes would not always happen in the same room.
I combined what I knew about websites, workbooks, workshops, digital products, access, and follow-up with online-course architecture and learning-management systems.
A course can contain excellent information and still fail when enrollment, navigation, instructions, access, reminders, support, or the learning path are confusing.
I began studying UX/UI because I wanted online courses and digital systems to be easier for people to understand. I completed several courses in the Google UX Design program, but did not finish the entire certificate because generative AI changed my direction.
Research, information architecture, interaction design, usability, cognitive load, and interface decisions helped me explain why technically correct systems could still be difficult to use.
As ChatGPT emerged, I remembered advice that when you witness a genuinely revolutionary technology, you should move toward it rather than wait for certainty. I began exploring AI deeply because it felt like a new way to extend knowledge, roles, support, analysis, and business capability.
AI could draft, explain, organize, and reason. Automation could move data, trigger follow-up, route tasks, update records, and connect the result to the rest of the business. That combination became more important to me than offering UX design as a separate service.
Today, UX/UI is integrated across websites, forms, CRM systems, dashboards, automated journeys, AI assistants, onboarding, support, online courses, and immersive training. The technical system and the human experience are designed together.
UX/UI is not the decoration added after the technology is built. It is the bridge that helps a person understand the technology, trust the process, and use the system correctly.
I work where websites, human behavior, business operations, learning, automation, and AI overlap.
Websites, funnels, service pages, forms, customer journeys, interfaces, and the information people need to understand the offer and complete the next step.
Lead capture, scheduling, payments, communication, reminders, customer information, handoffs, follow-up, and internal task movement.
Assistants, agents, governed knowledge, reusable skills, support systems, content workflows, analysis, and business tasks with defined human oversight.
Curriculum, lessons, enrollment, access, payments, support, workbooks, toolkits, memberships, knowledge products, and learning outcomes.
Online stores, digital products, subscriptions, payments, product funnels, and integrations between the public experience and the operating system.
I am exploring how course knowledge, recorded lessons, live avatars, digital instructors, and AI coaches can work together across websites and online courses to support understanding, practice, and measurable learning outcomes.
Founder + Principal Consultant: BP Online Consulting and Management, where I plan and manage connected website, automation, AI, and learning systems.
AI Systems Research + Prototyping: Independent study and experimentation with AI assistants, agents, governed knowledge, course-based AI coaches, live avatars, and digital learning experiences.
Coach, Reviewer + AI Panelist: 1 Million Cups Columbia, supporting entrepreneurs as they clarify their ideas, presentations, messages, and next steps.
Master of Business Administration — ThePowerMBA.
Master of Science in Internet Marketing — Full Sail University.
Master of Education in Positive Coaching — University of Missouri.
Coach U Core Essentials and Advanced Coaching programs.
Coursework in Google User Experience Design.
Google Digital Marketing & E-Commerce, Meta Social Media Marketing, and Harvard Business Publishing project-management study.
These are active areas of independent research, prototyping, and experimentation. They are not presented as fully deployed client systems.
I maintain an experimental repository of approximately 1,000 agent definitions across roughly 40 departments, along with hundreds of AI-assistant concepts. I am studying how specialized agents may coordinate, preserve state, use governed knowledge, and support real work in the future.
I want to combine course videos, curriculum, learning outcomes, assessments, and the complete course knowledge base with an AI coach that may appear as a live avatar or digital instructor. The goal is to explain, reinforce, practice, and support learning without replacing the human instructor.
Using a VR headset at home made me recognize how immersive environments could support learning, demonstrations, practice, and a stronger sense of presence. I have since taken a deeper look at VR, 360° video, immersive course design, and how those formats could connect with websites, online courses, and AI.
I am considering an Ed.D. focused on applied, practice-based research at the intersection of AI, digital twins, live avatars, immersive learning, online courses, and measurable learning outcomes.
I am interested in collaborating with educators, trainers, creators, organizations, and business owners who want to prototype AI-supported courses, digital instructors, live avatars, 360° media, immersive demonstrations, or experimental learning experiences.
Define important terms, show how the pieces connect, and make the next decision understandable.
A website issue may be a message issue. An automation issue may be an ownership issue. The visible problem is not always the root problem.
Organize responsibilities, dependencies, testing, documentation, education, and follow-through.
The client and team should understand their roles, the system, maintenance requirements, and what to do when something changes.
Share the business situation, desired outcome, timeline, and what is getting in the way. The Fit-Check determines whether BPOCM has the right expertise, capacity, budget fit, and implementation ability.
Use the form to ask a question, share what you are considering, or request a 30-minute Fit-Check meeting.