My Ed.D. work focused on how learning programs function in practice, including adult learning theory, strategic planning, program analysis, and academic leadership. My dissertation was site-specific action research conducted within a working institution, examining how competency-based frameworks and technology-mediated instruction could support a more contemporary studio art curriculum.

I've carried that work into program design and administrative contexts, developing curriculum structures, refining approval processes, and building program models grounded in enrollment, staffing, and outcomes data, such as a revised art minor structure. I've also drawn on institutional case data and the research literature to develop a root-cause framework for how a college's conduct process responds to academic integrity cases.

I'm often drawn to the structural problems that sit underneath more visible challenges, where improving clarity at the systems level leads to more effective and lasting solutions.

I've taught online since 2008, building asynchronous studio art courses before most institutions had established models for that kind of teaching. Without a physical classroom, the course structure has to carry more of the experience, which shaped how I approach pacing, sequencing, and independent student engagement. Working in the visual arts specifically helped create a strong foundation for audio-visual instruction and feedback loops, formative and iterative assessment, and structured content with room for creativity and self-expression.

My doctoral research examined technology integration and LMS functionality. In early 2025, I completed a five-course certificate in online learning and instructional design at Duke University, building on that practice-based experience with current models and tools.

I've presented this work at national conferences, focused on curriculum design, blended learning, non-traditional assessment, and the intentional teaching of creativity and critical thinking.

Since 2010, I’ve worked with faculty across institutions as a coach, facilitator, and committee lead, helping individuals think through their teaching, assessment, and course design in practical, applied ways. Over time, I’ve come to see those conversations as part of a larger organizational picture. My doctoral coursework included change management and strategic planning, which shaped how I think about the relationship between individual practice and broader systems.

I tend to approach this work by listening for those patterns while staying focused on the individual in front of me. A trauma-informed framework, which I deepened through a certificate program at Columbia College in 2024, shapes how I enter those conversations, with attention to context, an awareness of what people might not be saying directly, and a focus on making the work feel navigable rather than evaluative.

In practice, this has meant working one-on-one with faculty, leading workshops, and contributing to initiatives like adjunct onboarding and departmental planning.

My MFA training and 18+ years teaching color theory shaped how I work through complex ideas spatially, understand how form shapes meaning, and make deliberate decisions about how something is experienced before it's ever read.

That background informs how I curate and present information, from curriculum maps to onboarding materials to data visualization. My attention to design and detail operates as a consistent through-line in my finished work, intentionally signaling visual hierarchy and seeing professional documentation and data output as a composition in and of itself.