Teaching for Creative Authenticity
As a professor, I strive to empower students to explore their creative potential—blending design principles with hands-on experimentation and personal insight.
I guide students to take stewardship of their creative voice, skills, and journey—equipping them with both hard and soft skills that foster adaptability, curiosity, and resilience. My goal is to help them grow into dynamic, critical-thinking professionals who thrive both within and beyond the classroom.
Photo Credit: Courtesy of Troy University
From Compliance to Creative Confidence
I help students evolve from passive executors to creative thinkers—from “What grade will I get?” to “What story do I want to tell?” Because anyone can master the tools, but not everyone can master their creativity.
The Power of Curiosity and Reflection
Curiosity, exploration, and even failure cultivate lateral thinking—teaching students to connect ideas rather than check boxes. That’s why I prioritize reflection, voice, curiosity, and process over perfection. The goal is ownership: in my classroom, students become co-authors of their learning and collaborators in discovery.
Teaching for Authenticity
When students leave my classroom, I want them to tell stories that feel genuine and think in ways that are their own—to create work that isn’t derived from the online maelstrom. By learning to ask better questions and create from within—not for a trend or a grade—they gain the confidence to shape work that is purposeful, expressive, and resilient.
Troy University — College of Arts and Humanities | Troy, AL, USA
Taught in Person: Experiential Design · UX Design · Typography · UI Design · Graphic Design Principles & Practices · Color & Technology · Wayfinding Internship
Taught Online: Typography & Digital Tools
As an Assistant Professor of Design in the Department of Art & Design at Troy University, I foster creativity and innovation through experiential projects, thoughtful design, and the integration of analog and digital processes. My teaching encourages students to move beyond mastering tools and toward mastering their own creative process.
The communication design projects I’ve developed and teach explore the shift from tools to thinking, making to meaning, and instructions to developing a voice. I have shared six of these projects on the AIGA Design Teaching Resource Website, a platform by and for educators. These projects reflect my approach to teaching: through research, iteration, systems thinking, and creative exploration. They are designed as frameworks that help students build confidence, skill, voice, and intentional design outcomes.
