Design, at its best, is a conversation—between people, platforms, problems, and possibilities. This semester has reinforced for me that the classroom is one of the most meaningful places to host that conversation. I’m building a space where curiosity, real-world work, and compassionate critique guide everything we do.

My teaching philosophy is rooted in mentorship, reflection, and real-world immersion. Students learn best by doing—through hands-on projects, client-informed briefs, department initiatives, and open dialogue that mirrors the way professional studios actually operate. This year, I’ve watched students thrive when given responsibility, structure, and permission to explore. Our classroom has become a hybrid of studio, workshop, and small creative team.

With over 20 years in branding, web, and motion design, I bring a systems-thinking approach that helps students understand not just how to make something, but how it functions inside a broader visual and cultural ecosystem. Whether we’re building brand systems, exploring typography, making motion studies, or developing portfolios, I push students to connect craft to meaning and intention.

I prioritize process over polish. Students experiment, fail forward, iterate, and build intuition alongside technical skill. This approach helps them develop their own visual voices while staying grounded in design history, contemporary practice, and emerging technologies—including honest, critical conversations about generative AI and the evolving tools of our field.

I don’t see myself as a gatekeeper. I’m a collaborator—someone invested in helping students uncover what they notice, what they think, and how they want to show up as designers and humans. My hope is that they leave my classes more self-aware, more resilient, more confident, and more capable of creating work that matters.

The world needs thoughtful, adaptable creatives. I’m trying to build the conditions for them to emerge.