Staci Lapis is an educator moving into UX and product design, with a focus on inclusive learning tools and educational technology. Their work includes Studywavve, a student collaboration app concept designed to help learners find resources, connect with peers, and share feedback.
1.7K followersUX designBased on 10 posts · latest Oct 2026
Useful for inclusive EdTech UX design thinking and written LinkedIn content tied to classroom experience.
Best for
An EdTech brand building inclusive learning tools for multilingual learners seeking a UX design collaborator.
Not for
A campaign needing sponsorship packages, video production, proven buyer reach, or shipped-product results.
Key takeaways
Studywavve features profiles, resource filters, peer matching, virtual meetups, and assignment feedback messaging.
They describe ten years in language instruction and community building.
They publish iteration updates and credit outside feedback.
Check first: Before contacting, confirm video capability, paid partnership terms, audience composition, and portfolio files.
Main ideas
Equity should shape what a learning tool lets students do · Teaching and community-building experience can inform inclusive design · Design work should have a clear reason and improve through feedback
Staci Lapis is an educator and emerging UX and product designer whose public work centers on making learning more accessible.
The clearest example is Studywavve, a student-collaboration app concept described through features for finding learning resources and peers, meeting online, and exchanging assignment feedback.
They also write about supporting multilingual learners and historically underserved communities through education technology.
Follow the work for its connection between teaching experience, inclusive-learning goals, and early product-design practice.
Lapis connects an equity goal to specific learning-product functions.
In Studywavve, location, language, subject, and interests inform profiles and discovery; resource filters and peer matching help students find relevant support; virtual meetups and messaging support collaboration.
The posts also show a teacher’s perspective on technology adoption and the needs of multilingual learners.
This makes the work useful to readers interested in inclusive EdTech and the transition from education into UX.
The posts describe an app concept and career direction, but do not show product screens or a full portfolio.
Ask for product screens or a fuller portfolio when evaluating their design work.
Staci Lapis connects equitable education to practical design choices: helping students find relevant resources and peers despite language or location barriers, and bringing teaching and community-building experience to learning technology.
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Studywavve is the clearest example of those priorities. They also present design as work that improves through feedback and reflection on why a project matters.
Equity should shape what a learning tool lets students do
Lapis argues that access means more than a general goal: the design should help students overcome barriers to materials and collaboration, including distance and differences in language or interests.
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For Studywavve, Lapis describes profile details such as language and location, filters for learning resources, ways to find nearby students with shared interests, virtual meetups, and assignment feedback through messaging. They say the app aims to break down geographical barriers and make education more equitable.
Teaching and community-building experience can inform inclusive design
Lapis presents work in language instruction and support for underserved communities as relevant to UX, not as experience to leave behind.
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They connect that background to an understanding of learners and a continuing focus on social impact.
Lapis says ten years advocating for underserved communities through language instruction and community building carried into inclusive UX work. In a later post, they emphasize helping teachers and students use technology, especially for multilingual learners and historically underserved communities.
An earlier post describes the move into UX and names a broad set of possible roles; a later post foregrounds instructional coaching and EdTech while announcing acceptance into the 2025 TeachUp EdTech Externship.
Design work should have a clear reason and improve through feedback
Lapis shares projects as developing work and credits critique as part of that process.
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The portfolio post also highlights the importance of asking why a project should exist, rather than treating a polished presentation as the whole argument.
Lapis describes Studywavve as an iteration shaped by feedback and thanks Anna Zhao for encouraging more critical thought about the “why” behind projects. The portfolio update presents the app as a response to the belief that students should have equitable learning opportunities regardless of background or location.
Answers what Staci Lapis builds and whether inclusive learning tools are a central project.
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Start here to see the signature app concept in their own words.
Staci Lapis describes Studywavve as an app that aims to break down geographical barriers to student collaboration.
The post lists four major features: an onboarding flow that auto-populates a profile card with image, language, subject, interests, and location; resource search and filters for quizzes, vocabulary, and videos, plus nearby students with shared subjects, interests, and languages; scheduled virtual meetups for real-time collaboration; and instant-messaging feedback on assignments.
They write as a former teacher turned product designer and say the project let them tap back into a creative space and focus on design systems.
For brands planning a campaign
For a UX role brief on inclusive learning tools, this is the main work sample: it shows how Staci translates an equity goal into concrete product features. A campaign or interview task could ask for the reasoning behind the onboarding, filtering, or feedback flows.
Answers current availability, target roles, and how Staci Lapis frames teaching experience as design-relevant.
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It also shows where they are in their career transition.
In an open-to-work post, Staci Lapis thanks the LinkedIn community for support during a career change and says they spent ten years advocating for underserved populations through language instruction and community building.
They write that those skills transferred into UX design with a focus on social impact.
They say that aside from unpaid internships, getting a foot in the door has been challenging, and list openness to full-time, part-time, and contract-paid opportunities in UX, Visual Design, Conversational Design, AI, EdTech, and Instructional Design.
For brands planning a campaign
For a role brief, this is the clearest statement of engagement type and role titles to screen against. It also documents unpaid internship experience and an entry-level search; ask for examples of paid UX work if that is a requirement.
Answers what Staci Lapis is doing now in EdTech and what professional community they are building.
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Start here for the instructional-coaching and multilingual-learner angle.
Staci Lapis announces acceptance into the 2025 TeachUp EdTech Externship.
They describe themselves as a Culturally and Linguistically Diverse Educator, instructional coach, and EdTech specialist who has helped teachers and students use technology to make learning more relevant, engaging, and accessible, especially for multilingual learners and historically underserved communities.
They mention coaching teachers on EdTech integration and dabbling in product design and UX, and invite people in EdTech or who left education to swap stories.
For brands planning a campaign
For an EdTech company assessing a UX role, this shows a teacher-adoption and multilingual-learner lens that could shape product decisions. A campaign angle might pair design work with educator training or community research.
Answers how Staci Lapis presents the work publicly and the equity principle behind the project.
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Start here for the portfolio framing and stated design rationale.
Staci Lapis shares an updated portfolio featuring Studywavve, described as an interactive study app.
They credit networking and specifically Anna Zhao's guidance for encouraging them to think critically about the 'why' behind projects.
They write that every student should have access to equitable learning opportunities regardless of background or location, and present Studywavve as part of that belief.
For brands planning a campaign
For a brief centered on equitable learning, this post gives the public rationale and a portfolio entry point. It revisits Studywavve, so use it for framing rather than as a distinct project.
Studywavve: a student collaboration app built around access
Lapis designed Studywavve, a study app for students who cannot easily find peers and materials where they live.
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They walk through four features: an onboarding flow that auto-populates a profile card with image, language, subject, interests and location; resource and peer search with filters for quizzes, vocabulary, videos, nearby students on the same subjects, shared interests and languages; scheduled virtual meetups for real-time collaboration; and assignment feedback exchanged through instant messaging. They describe the app as a way to remove geographic limits on student collaboration and make education more equitable, and credit rounds of outside feedback for the iterations shown.
Builds the app around a design system, revising features across shared versions rather than presenting a single finished launch.
For brands planning a campaign
The clearest work sample for an inclusive learning-tools brief: the language and location filters, peer matching, and teacher-turned-designer framing map directly onto multilingual and access-focused product stories. Treat it as a portfolio concept: the posts describe the app and its features but show no shipped release or usage evidence.
Language instruction and advocacy as a design lens
Lapis describes ten years spent advocating for underserved populations through language instruction and community building before moving into UX design, and says those skills carried over into inclusive design work with a social impact focus.
Read more
They state interests in UX, visual design, conversational design, AI, EdTech and instructional design. Earlier posts frame equitable access as a personal standard rather than a project theme: every student should have the same learning opportunities regardless of background or location.
Uses teaching and community-building experience as the stated basis for inclusive design decisions.
For brands planning a campaign
Useful for campaigns that need a practitioner who can speak to multilingual learners, accessibility and equity from a classroom vantage point. The transfer argument is Lapis's own claim in the posts; ask for accessibility testing, multilingual user research or usability results before making those claims for a product.
Lapis identifies as a Culturally and Linguistically Diverse Educator, instructional coach and EdTech specialist who has helped teachers and students use technology, with an emphasis on multilingual learners and historically underserved communities.
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They describe coaching teachers on EdTech integration and dabbling in product design and UX to improve learning experiences. They were accepted into the 2025 TeachUp EdTech Externship, naming George Oma and Olivia Nelson, and invited others in EdTech or recently moved from education to compare notes.
For brands planning a campaign
Best fit for practitioner-facing EdTech content, teacher training material, or community and externship programming, where classroom credibility matters more than design output. The posts show breadth across coaching, design and instruction; agree on a defined deliverable rather than an open-ended product assignment.
Across the posts, Lapis repeatedly credits others for shaping the work: they thank a community for feedback and portfolio reviews, single out Anna Zhao for pushing critical thinking about the "why" behind projects, and thank people who gave feedback on Studywavve iterations.
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They frame the posts as progress updates shared back to that network rather than finished announcements.
Publishes intermediate versions, asks for critique and revises in public.
For brands planning a campaign
Suited to campaigns that want a creator to document an iteration process, a critique chain or a design-in-progress story instead of a polished product reveal. Agree early on what stays unpublished, since drafts may circulate publicly.
Lapis's short LinkedIn series is tied to career and project milestones rather than a regular publishing cadence: a portfolio update, a Studywavve feature walkthrough and a career-pivot announcement.
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The posts combine narrative explanation with bulleted feature lists and hashtag topic tags, mixing project detail with advocacy for equitable education.
For brands planning a campaign
Plan outreach around project milestones and career moments, when Lapis posts, and expect written long-form social copy rather than video or a dedicated content channel. The posts contain no sponsorship, affiliate or paid-partnership formats; ask about commercial terms rather than presenting any as an existing offer.
Staci Lapis’s posts document two named relationships: Studywavve, the student-collaboration app they present as their own product project and portfolio piece, and the 2025 TeachUp EdTech Externship, a program they say they were accepted into.
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They also thank individuals for feedback and introductions and name no sponsoring, affiliate or client brands. Ask whether any paid commercial relationships are undisclosed.
Studywavve
Owned business
Staci Lapis describes Studywavve as their own application, calling it “my application” and “my way of giving hope to students with limited access to materials.”
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They present it as a student-collaboration concept with onboarding, resource filtering, scheduling and assignment feedback, and say they built its design system.
The posts frame it as a design project and portfolio item.
Ask whether it has launched and what their formal role is.
Staci Lapis says they were accepted into the 2025 TeachUp EdTech Externship, describing it as a chance to explore different roles, sharpen their skills and work with people shaping education.
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They thank George Oma and Olivia Nelson. Ask about the program’s terms, pay, duration and whether they have worked with TeachUp since.
Staci Lapis works at the intersection of teaching and product design, focusing on learning tools for students held back by language or location.
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Studywavve, a student collaboration app, is the fullest example: onboarding that builds a profile from language, subject, interests and location; resource and peer search; scheduled virtual meetups; and assignment feedback by messaging.
Each feature aims to widen access.
Read in sequence, the posts trace a teacher’s argument for equity becoming a designer’s feature decisions, with critique and iteration treated as part of the work rather than hidden behind a finished reveal.
To go deeper, start with the Studywavve feature walkthrough, then the portfolio update explaining why the app exists, then the career-pivot post on the instructional coaching and multilingual-learner side of the practice.
EdTechUX designProduct designInstructional designInclusive designEducation equityStudent learning toolsDesign systemsMultilingual learnersTeachers and instructional coachesCareer change in educationLinkedIn posts
Miller also builds learning tools around student needs and writes about co-designing with students at universities, sharing Lapis’s focus on student-first study and access.
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Miller leads the launch of a large, widely used commercial product and writes from inside a major software company. Lapis presents an early-stage concept app during a career transition, offering a contrast between a product lead’s and an independent designer’s vantage points.
Ly moved from classroom teaching into instructional design and writes about which tools are worth learning, matching Lapis’s teacher-to-learning-design path and shared interest in tooling.
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Ly’s posts centre on corporate curriculum and training at a vision company, plus course reviews. Lapis works on UX and product design for student-facing education tools.
Valenzuela argues that instructional design matters more than tools and writes about visible thinking and assessment, echoing Lapis’s view that design decisions should serve learning rather than novelty.
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Valenzuela addresses school and district leaders on classroom practice, project-based learning, and AI literacy. Lapis designs learning products and tackles the same questions through UX and interface choices.
Staci Lapis's LinkedIn posts target design and education practitioners rather than a documented buyer population: people in UX/UI, EdTech, instructional design, and classroom teaching, plus career-changers moving into product design.
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Examples include Studywavve design-system walkthroughs, inclusive-design arguments, and an EdTech externship announcement pitched at #UXinEdTech peers.
The only audience figure is roughly 1,700 LinkedIn followers, recorded on 9 October 2026; there is no breakdown by geography, age, gender, employer, occupation, or seniority.
For an EdTech campaign, their reach looks concentrated among practitioners, educators, and fellow job-seekers—not learning-technology decision-makers or budget holders.
They are a reasonable fit for awareness or credibility with working educators and designers, but a campaign targeting senior buyers should first ask for a recent follower or audience summary covering the last few months, plus any audience survey or account summary showing job roles and seniority.
The 2023 open-to-work post, which asks for connections and paid roles, is the weakest signal of buyer relevance.
None of Staci Lapis's posts describe sponsorship packages, paid partnership formats, media kits, rate cards, or a business inquiry route.
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The four posts are about a career move into UX and product design, a student collaboration app concept called Studywavve, and an EdTech externship.
Within those posts, Lapis documents no partnership offer at all; this is a statement about what the posts contain, not a claim that Lapis never accepts sponsorships.
For a brand planning a UX design role focused on inclusive learning tools, the practical consequence is that no standard format or lead time can be set from the posts here, and any paid collaboration would have to be worked out directly with Lapis rather than selected from a published menu.
This is an open gap, not a finding that partnerships are unavailable: sponsor terms, deliverable specifications, and inquiry details are not included in these posts and would need to be collected before a buyer could treat this section as a basis for planning.
Good fit: an EdTech company building inclusive learning tools for multilingual learners wants a UX product design collaborator and practitioner voice to document how classroom experience shapes product decisions.
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Staci Lapis fits because the posts show concrete work on Studywavve: an onboarding profile card with language, subject, interests and location; filters for resources and nearby peers; scheduled virtual meetups; and assignment feedback through messaging.
They also describe ten years in language instruction and community building, instructional coaching with multilingual learners, and acceptance into the 2025 TeachUp EdTech Externship.
They publish iteration updates and credit outside feedback, making a design walkthrough tied to a real feature and an educator-facing rationale a strong campaign match.
Written LinkedIn content is the practical format, as it is the only format shown in the posts.
Before booking, ask about video capability, paid partnership terms and audience composition; none are documented.
If the campaign needs a design-system or accessibility testing deliverable, ask for portfolio files or process documentation, since the posts describe features but show no test results or shipped usage.
When to choose a specialist
Poor fit: a campaign that needs a paid sponsorship package, a media kit or rate card, video production, and measurable reach to senior learning-technology buyers or procurement decision-makers.
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The posts contain no sponsorship formats, partnership terms or inquiry route.
Audience information is a LinkedIn follower count of roughly 1,700 recorded on 9 October 2026, with no role or seniority breakdown; the posts are addressed to UX and EdTech practitioners, educators, and career-changers.
The posts also contain no video, transcript or shipped-product information.
Before proceeding, ask for a media kit or rate card, video samples, an audience breakdown and a partnership inquiry route; without those, a brand cannot select a standard format or plan around a proven buyer audience.
A worked campaign example
Worked campaign angle: “The Why Behind the Flow: Designing Studywavve for Multilingual Learners.”
A campaign need: an EdTech company preparing an inclusive learning tool wants a written, practitioner-led explanation of how product decisions affect multilingual and geographically isolated students.
Angle: Staci Lapis takes one Studywavve feature already described in the posts—the onboarding profile card that auto-populates image, language, subject, interests and location, or the filters for nearby peers with shared subjects, interests and languages—and explains how ten years in language instruction and community building shaped that feature.
The post would connect one design choice to one learner-access problem, show the feature sequence in their own words, and end with a concrete question for teachers or product teams.
Details to draw on: the Studywavve feature list; the stated goal of breaking down geographic barriers; the equity rationale in the portfolio update; instructional coaching with multilingual learners; and the 2025 externship.
Deliverable: one long-form written LinkedIn post, matching the observed format.
Next step: ask them for a portfolio walkthrough or before-and-after design files if the campaign needs visual documentation, and agree whether early drafts can be shared, since they publish iterations and ask for critique.
Choose Charlie Miller for the same inclusive-learning UX design need when the EdTech company wants evidence of a shipped, AI-powered student study product built with students at scale, and a launch or product-leadership narrative rather than a classroom-to-design feature walkthrough.
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Their posts show Acrobat Student Spaces, co-created with student beta testers and university groups, with features for flashcards, quizzes, mind maps, videos, study guides, an AI tutor with citations, podcast conversion, and collaboration. A later update cites more than 1 million students each month using the product and describes features shaped by student feedback.
The tradeoff is a shift from a designer documenting classroom experience in an inclusive tool to a product leader describing a large-company product.
Staci Lapis's posts offer no detail on UX design process, multilingual-learner or language-instruction context, sponsorship formats, audience demographics, or an inquiry route.
If the campaign needs a single practitioner-led design walkthrough tied to language learners, their Studywavve material is closer, though it has fewer proof points on shipped usage.
Choose Sue Ly for the same need when the EdTech company wants to focus on instructional design and curriculum development for workplace learning, or help transitioning teachers choose tools, rather than on UX product design for an inclusive learning tool.
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Sue Ly's posts trace a move from high school art teacher to Senior Curriculum Instructional Design Specialist at VSP Vision, explain the fit across projects, team, growth, culture, and purpose-driven work, and offer a detailed recommendation of a Vyond 2D character animation course, including course structure and practical takeaways for instructional designers.
The tradeoff is a shift from inclusive-learning product UX to curriculum or learning-and-development tool guidance.
Sue Ly's posts offer no detail on product design features, design systems, multilingual learner UX, sponsorship terms, audience demographics, or product performance.
If the campaign must stay focused on a UX design role for inclusive learning tools, Sue Ly is a weaker match than Staci Lapis.
If it can shift to instructional design and tool adoption for career-changers, Sue Ly has more direct recent evidence.
Jorge Valenzuela for the same need when the EdTech company wants an instructional-leadership frame for AI literacy, project-based learning, and assessment, and a written or podcast-style resource to help school and district leaders evaluate AI use.
Dr.
Jorge Valenzuela's posts argue that instructional design matters more than tools and that visible thinking and strong assessment structures make AI use easier to evaluate.
They also include a single-point rubric and a podcast preview with a director of technology and innovation on trust and psychological safety.
This suits a campaign that needs a pedagogy and implementation framework more than a product feature walkthrough.
The tradeoff is a shift from UX design for inclusive learning tools to instructional leadership and assessment.
Dr.
Jorge Valenzuela's posts offer no detail on UX design, product design, multilingual learner or language-instruction context, sponsorship formats, audience demographics, or product performance.
If the campaign requires a designer to explain how classroom experience shaped a specific inclusive-learning feature, Dr.
Jorge Valenzuela is a weaker fit than Staci Lapis.
If it can become an AI-literacy and assessment resource for education leaders, this alternative has more targeted evidence.
