Education & Research
As an Educator & Researcher, I believe in the magic of curiosity and imagination.
Teaching Philosophy
I’m a believer of magic. The magic of curiosity, imagination, and play. These three elements have been the foundations of what fuel me as a lifelong learner. There’s an excitement in being curious, endless possibilities when being imaginative, and the journey of exploration reveals itself through play. When these three forces meet, the impossible becomes possible, the limitations become stepping stones, and the barriers become building blocks. This is the joy I find in learning. But how does one get there?
Trial and error are the proof of process. But before the student can learn through failure, I believe they must, first, find the courage to try. This is where the biggest challenges exist in Art & Design education. Students, much like non-practitioners of the Arts, see the product but not the process. What they also may not see are the gaps that keep them from reaching their aspirations. I believe the teacher’s role includes illuminating those gaps, building bridges to create pathways, then guiding students along the newly formed bridge.
Students have the capability to tap into the curiosity, imagination, and passion for play that we all innately possess. However, in order to help them discover the courage to try and the confidence to create alongside failure, bridges must be built to give them a starting point. I define my educational philosophy on the following principles: To create, you must be curious; to be curious, you must imagine; to imagine, you must try; to try, you must have courage; and to have courage, you must have ground to stand and walk upon. Most importantly, you must always remember the joy of play.
That is where we find the magic.
Research Practice
I'm a Social Design Researcher with a specialization in Curriculum and Instructional Design for Art, Design, and Digital Media (ADDM) programs. My focus is analyzing pathways from academia to industry, with an emphasis on career preparation. My research centers three student groups who are predominantly from marginalized and under-resourced communities: 6th-8th Grade students, 9th-12th Grade students, and post-secondary/college & university students.
I believe research involves both theory and application. As such, my professional practice and activism are integrated into my research through:
- Advocacy for accessible Art, Design & Digital Media (ADDM) education for marginalized and under-resourced communities
- Advocacy for innovative and pragmatic application of career prep in educational initiatives such as STEAM
- Responsive curricular expansion and framework development for Art, Design, & Digital Media (ADDM) career prep in higher education
My research methodology utilizes a combination of qualitative, quantitative, applied, and participatory action research strategies. The intended outcomes of my research culminate into the following:
- For 6th-8th Grade Students: Providing access to approachable information about Art, Design, & Digital Media (ADDM) careers for both students and their parents/guardians.
- For 9th-12th Grade Students: Providing educational programs, instruction, and curricula grounded in Art, Design, & Digital Media (ADDM) skill introduction and proficiency building.
- For Post-Secondary Students: Providing instructional and curricular support towards learning outcomes and student success + collaborative program development to partner creative industries with academic courses of study.
My long-term vision is to bridge the gaps between industry and academia. To do so, I'm committed to developing sustainable pathways where students, predominantly from marginalized and under-resourced communities, can pursue and thrive in creative professions.