I’m an educator, instructional designer, and technologist with more than 25 years of experience helping people learn, create, and collaborate with greater clarity and confidence. My work centers on translating complexity into insight—then turning that insight into meaningful action. Whether supporting students, faculty, professional staff, or cross-functional teams, I bring a blend of analytical depth, human-centered design, and grounded leadership that helps groups align around what matters, make well-reasoned decisions, and move forward with purpose.

My early experiences shaped this perspective long before my formal career. My upbringing in Appalachia, complemented by summers with family in Iowa, grounded my belief that learning begins in community—an insight that later deepened through my teaching and study across Europe. I spent six years living, studying, and teaching in England and France across K–20 settings, experiences that broadened my understanding of learning as both locally rooted and globally informed.

I’m especially interested in how emerging tools—AI, XR, and creative media—can expand what learning and professional development can become. Recently, this has meant designing adaptive and hybrid learning models, prototyping new digital environments, and building frameworks that help institutions evolve with clarity rather than overwhelm. My work is informed not only by higher education practice but also by trends in corporate learning and development, where applied technology and human-centered skills continue to reshape how people grow. I also teach a course on Crafting Digital Identity, where learners develop applied AI fluency, practice narrative design, and build professional portfolios that elevate their authentic voice.

I treat digital identity as a curated, living archive—something shaped not only by creativity but by intentional preservation. Helping learners build and sustain these narratives is, for me, a practice in agency, continuity, and long-term digital stewardship. Just as important, though, is learning what not to preserve: recognizing that some work is meant to be temporary, valuable as process rather than product, brief steps in a longer creative arc. I guide learners to discern what should endure, what can be released, and how each iteration leaves a subtle thread that carries forward into the ongoing arc of a project, a practice, or a life. For me, technology is never the destination; it’s the amplifier. Human agency, imagination, and reflective practice remain at the center of everything I design.

My work extends across the institution in ways that connect people, ideas, and capabilities. I collaborate with learning and development partners on staff training and organizational learning; work with career development leaders to bridge liberal arts learning with emerging professional skills; and partner with communications and storytelling teams to support media strategy and content development. In our learning and media lab, I mentor a team of student assistants who work in paraprofessional roles blending instructional technology, emerging tools, and peer support. Through a train-the-trainer model, they develop facilitation and leadership skills while guiding fellow students and contributing to applied projects across the institution. Many bring course-based interests and creative projects into the lab, building them out with the tools and practices we support in an informal apprenticeship model that fosters agency, confidence, and technical fluency.

Storytelling is another throughline in my work. I’ve collaborated with students, faculty, and professional communities on projects ranging from video essays to podcasts to immersive media integration—all with the aim of helping people express ideas and identities with greater authenticity and power. I also host a podcast that explores learning, creativity, and the stories emerging within and beyond our academic community. When individuals articulate their stories clearly, organizations gain sharper insight into emerging skills, needs, and possibilities.

Across teaching, design, strategy, and leadership, I aim to bring a steady, clarifying presence. I’m at my best when navigating ambiguity, synthesizing diverse inputs, and guiding groups toward alignment with both logic and empathy. My goal is to create learning environments where clarity invites creativity, collaboration thrives, and people feel empowered to do their best, most meaningful work.

Outside of work, you’ll find me hiking, biking, gardening, cooking, or occasionally taking on the steeper challenge of climbing a mountain. I’m currently employed at Skidmore College; all views here are my own.