My pedagogical approach is shaped by interdisciplinary practice, student-centered learning, and a commitment to critical engagement. My primary goal as an educator is to cultivate a dynamic, inclusive, and engaging learning environment where students can explore, and critically engage with the complexities of communication in today’s digital age. My philosophy is grounded in the belief that effective communication extends beyond the transmission of information; it is about shaping meaning, influencing perception, and fostering thoughtful dialogue.

​

I view teaching and research as mutually reinforcing rather than separate obligations. My courses are informed by ongoing research in immersive and intelligent media systems, and assignments that mirror research processes. The classroom is where students engage with theoretical frameworks while applying them through hands-on exploration of new media technology and tools. Each student enters the classroom with unique perspectives, lived experiences, and strengths. Recognizing and valuing this diversity is central to my pedagogical approach, which strives to create a supportive and collaborative learning space where students feel empowered to express their ideas, ask questions, and participate actively in discussions. By encouraging open dialogue and honoring diverse viewpoints, it aims to enrich the learning experience and promote intellectual curiosity and growth.

​

Students do not begin their academic journeys from the same point, while some may excel early on, others may face challenges that require additional guidance and encouragement. As an instructor, my responsibility is to understand each student’s individual needs and support their growth accordingly. For example, as an instructor of Motion Design at Kent State University, I encountered a class in which students entered the classroom with varying levels of technical experience, including many who had never previously used Adobe After Effects. Early in the semester, it became evident that a significant portion of the class lacked familiarity with the foundational tools and workflows required for that class. Recognizing that students were not yet positioned to engage with the program, I adjusted both my instructional approach and course structure to better meet their needs.

​

I believe in meeting students where they are and helping them progress from that point. Having observed classrooms where attention is often focused on high-performing students, commitment and motivation to those who may be struggling, can do wonders, as they often benefit most from mentorship, and belief in their potential. Dialogue and collaboration are central to this teaching practice, where students are encouraged to interrogate creativity and carve a path which explores their true potential and transforms their weaknesses into strengths. A good teacher does not impose his or her beliefs onto the students but encourages critical and analytical thinking in the classroom that creates a learning environment.

One guiding principle that shapes my approach to learning is a quote by Dipen Parmar: “The magic you are looking for is in the work that you are avoiding.” By passing this perspective on to students, I encourage them to move forward and look outside the box. My teaching approach centers on creating an engaging and transformative educational experience—one that equips students with practical skills, theoretical knowledge, and a strong ethical foundation. College teaching is a two way stream, students also help me progress as a creative, as their insights and experiences continually shape my growth as a teacher.

​

Inspired by the educators who guided and motivated me throughout my academic journey, I aspire to be a mentor and role model for my students. My goal is to lead with confidence, compassion, helping students grow not only as communicators and creatives, but as thoughtful individuals prepared to contribute meaningfully to the world.