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Instruction
Development as an Educator.
Teaching was not a foreign practice to me upon entering this program. Having spent nearly a decade working in K-12 online learning as both a licensed teacher and a Curriculum and Instruction Manager with two degrees in education-focused fields, my foundation as an educator was strong. That is not to say, however, that I have not developed further throughout this Ph.D. program. Through my coursework in Information Science & Learning Technologies (ISLT) as well as Educational Leadership and Policy Analysis (ELPA), I have come to further understand how people learn and thrive, whether in formal or informal environments, in more detailed and nuanced ways. For instance, more than one of my ISLT courses discussed Cognitive Load Theory, and while I had a basic understanding of this theory previously, the more detailed discussion of the types of cognitive load, how they're managed, and the implications these have on human cognition as a whole have certainly impacted my approach as an educator. I'm more deliberate about allowing students or trainees time to wrestle with and reflect on concepts before progressing to new or more complex topics. My courses in ELPA have emphasized the importance of fostering psychologically safe environments where all students feel supported, comfortable sharing ideas, and open to asking questions. Furthermore, these courses have helped me understand the different developmental stages students may be experiencing and how best to address their needs to foster further development. ​Not only have I been able to study these concepts while completing coursework, I have also been able to implement them. Below are descriptions of both undergraduate courses I've taught as well as asynchronous courses and synchronous workshops for university faculty that I have faciliated through my role as the Learning Technology Specialist at the University of Tennessee at Chattanooga's Center for Teaching and Learning.
Teaching Experience.
Instructor of Record
ISLT 2467
Fall 2024 & Spring 2025
University of Missouri
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Facilitated an online undergraduate course focused on leveraging technology to empower learners, fostering student engagement through a blend of asynchronous content delivery and three synchronous Zoom sessions.
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Guided students through course material, offering support, answering questions, and fostering understanding of technology’s role in education.
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Delivered interactive synchronous sessions, reinforcing key concepts and encouraging collaboration among students.
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Provided timely feedback on assignments, graded student work, and maintained clear and consistent communication to support student success in an online learning environment.
Teaching Philosophy.
I recognize that there are a wide array of beliefs about the purpose of education, particularly higher education. However, mine are rooted in its ability to develop well-rounded, critically engaged individuals who can navigate and contribute meaningfully to society. While I agree that professional and career preparation are valid and necessary components of postsecondary education, I believe that helping students cultivate critical thinking abilities, strong interpersonal skills, and ethical reasoning are paramount. The development of these skills transcend any single career path. Further, I believe that every student deserves a teacher who brings an open mind, a caring heart, and a genuine willingness to meet them where they are. As an educator, I see my role less as an arbiter of knowledge and more as a guide. I aim to assist learners in becoming more capable and confident versions of themselves. My goal is to foster a culture of mutual respect and openness within my courses, where inquiry and intellectual risk-taking are supported. My priority is creating a safe and productive learning environment through clarity, consistency, and authenticity. My classroom is built around clear expectations, and I encourage students to ask questions, seek clarification, and advocate for their own learning from the beginning. I routinely check in with students, especially those who are struggling or whose performance has changed. The purpose of these check-ins is to provide support rather than discipline. My goal is to understand their circumstances and provide them with the assistance they need to be successful. I believe in a balance between individual and community-based learning. There are some concepts that require personal reflection and internal grappling, and there are others that are best explored collectively and through dialogue. Knowledge, after all, is both discovered and constructed both alone and together. Ultimately, I hope to leave students with more than academic content. I want them to feel empowered to think critically, to express themselves thoughtfully, and to engage responsibly in the world around them. My goal is not to shape students in my image, but to help them uncover their own intellectual voice and pursue it with integrity.