Teaching Philosophy: Artist | Designer | Maker | Educator When you walk into my classroom, you will see students sitting, standing, talking or even sending an email to meet with someone from a different department to help them problem solve. You will see them engaging in the how of making. They are moving between analog and digital, documenting process, thinking through process and meaning. The energy is intentional, and the expectations are high. A digital file, a laser cutter, these are different grammars for the same literacy. I teach students to move between them because that is what contemporary practice actually requires. My studio practice and my research, in sculpture, installation, photography, and design, and in special education, universal design, and how people learn, inform how I build that culture. How I design conditions where students choose to put in the work in and out of class. How I recognize what a student needs to find and trust their own voice. The starting place is always intentionally built environments and relationships, between students, materials, and instructor.
Teaching Philosophy: Artist | Designer | Maker | Educator When you walk into my classroom, you will see students sitting, standing, talking or even sending an email to meet with someone from a different department to help them problem solve. You will see them engaging in the how of making. They are moving between analog and digital, documenting process, thinking through process and meaning. The energy is intentional, and the expectations are high. A digital file, a laser cutter, these are different grammars for the same literacy. I teach students to move between them because that is what contemporary practice actually requires. My studio practice and my research, in sculpture, installation, photography, and design, and in special education, universal design, and how people learn, inform how I build that culture. How I design conditions where students choose to put in the work in and out of class. How I recognize what a student needs to find and trust their own voice. The starting place is always intentionally built environments and relationships, between students, materials, and instructor.
