Teaching Philosophy

Teaching is a privilege and a responsibility—and for me, it’s also a creative act. I design learning experiences that are flexible, relevant, and a little bit unexpected, helping students move from passive consumption to active ownership of their education. I believe that learning should be clear, engaging, and full of choice. It should feel like discovery, not drudgery. Sometimes it even involves meme wars, pop culture tie-ins, or a few sly references to The Hitchhiker’s Guide to the Galaxy.

Because I teach primarily online, I see connection as both an exciting challenge and a creative opportunity. In a setting where students can easily feel isolated or anonymous, I’m intentional about creating a sense of community and presence. I leverage design, dialogue, and humor to build trust and help students feel seen, no matter where they’re logging in from. My students span a wide range of life experiences, from working professionals balancing jobs and families to traditional-aged undergraduates just beginning to explore who they want to become. My course design reflects this diversity, offering flexibility, multiple points of entry, and meaningful opportunities to connect learning to real life.

My teaching draws from adult learning theory, Universal Design for Learning, and the principles of self-directed education, including autonomy, access to supportive resources, real-world relevance, and trust in the learner. I don’t teach to the group; I teach to the individuals within it. That means I offer multiple ways to participate and demonstrate learning, and I use frequent feedback tools, like early-semester check-ins and anonymous progress surveys, to adapt along the way. This student-centered design fosters not just engagement, but transformation.

Learning in my classroom isn’t about memorizing answers—it’s about asking better questions, making personal connections, and practicing the skills needed to thrive in complex, evolving environments. Whether we’re exploring leadership theory or experimenting with generative AI tools, students are encouraged to reflect, create, and lead with curiosity.

At its core, my teaching philosophy is about making higher education more human. I teach with the belief that connection drives learning, and that joy, curiosity, and belonging aren’t distractions from the work; they are the work. My goal is to create the kind of learning experience students want to show up for - not because they have to, but because they want to. I want them to leave my class not just with knowledge, but with clarity, confidence, and a renewed belief in their own voice.