The purpose of education is to change the learner. Learning should cultivate knowledge, curiosity, creativity, judgment, and the confidence to engage with increasingly complex problems. My approach to teaching is grounded in the educational philosophies of Progressivism and Pragmatism, which view learning as an active, developmental process through which students construct knowledge by engaging with authentic problems and applying what they learn in meaningful contexts. I believe the purpose of education is not simply to transmit information, but to transform the learner. Effective education cultivates curiosity, critical thinking, creativity, judgment, and the ability to navigate increasingly complex challenges. 

This philosophy is complemented by an ethic of care shaped by my experiences as a student affairs professional and academic advisor. Meaningful learning occurs when students feel supported, respected, and challenged. I therefore strive to cultivate classroom communities built on trust, reciprocal expectations, and intellectual curiosity, where students feel comfortable asking questions, reconsidering assumptions, and engaging in productive disagreement. Learning requires vulnerability, and I believe students should feel safe taking intellectual risks without fear of ridicule or failure. 

Because learning is developmental, I design assignments that emphasize authentic application over rote memorization. I challenge students to solve real-world problems, collaborate with peers, and reflect on the reasoning behind their decisions. I use formative assessments and feedback opportunities that allow my students and me to monitor learning, identify misconceptions, and adapt approaches accordingly. Reflection and revision are not simply opportunities to improve performance; they are essential components of the learning process. 

I also believe that productive struggle is fundamental to meaningful learning. Growth occurs when students encounter ideas that stretch beyond their current understanding and persist through uncertainty with appropriate guidance and support. Consequently, I strive to balance high expectations with meaningful support by providing constructive feedback, opportunities for revision, and individualized guidance when appropriate. My goal is not to remove challenge from learning but to ensure students have the resources and confidence to work through it. 

As artificial intelligence (AI) becomes increasingly integrated into higher education and professional practice, I believe educators have a responsibility to help students use these technologies thoughtfully and ethically. My approach is guided by a simple principle: AI should enhance learning, not replace it. I encourage students to use AI as a tool for questioning, feedback, brainstorming, and reflection while preserving the cognitive work that develops understanding, creativity, and independent judgment. Rather than asking whether AI can complete a task, I encourage students to ask whether using AI will leave them more capable, more knowledgeable, and more independent than before. 

Ultimately, I view teaching as an iterative process of reflection, assessment, and continuous improvement. Just as I expect students to grow through learning, I remain committed to refining my own teaching through scholarship, feedback, and innovation. My goal is to create learning environments that challenge students to think deeply, engage authentically, and develop the knowledge, skills, and judgment necessary to contribute meaningfully to their professions and communities.