TEACHING PHILOSOPHY STATEMENT
I believe my role as an educator is to meet each student where they are and help them take the next step forward. In the community college classroom, that step looks different for every student. Some are beginning their first college experience and preparing to transfer; others are returning to school to change careers or advance within an industry they already know. Students bring different academic preparation, professional experience, cultural perspectives, and goals to the classroom. I see these differences as strengths and strive to create a learning environment where students develop confidence in their abilities, find a sense of belonging, and see a path toward their own future in design.
My approach to teaching architecture and interior design is grounded in my professional experience as an architect. I connect the classroom to the design professions through authentic projects, industry engagement, and problems that reflect the realities of practice. Students learn design concepts and technical skills, and also how to communicate ideas, respond to constraints, collaborate, and make thoughtful design decisions. Studio courses provide opportunities for exploration, iteration, critique, and individual feedback, while technical and lecture-based courses help students build the knowledge needed to turn ideas into viable design solutions. My goal is for students to understand both the creative and practical dimensions of the profession.
I also believe design education must balance rapidly changing technology with enduring ways of thinking. Digital tools are essential to contemporary practice, but (as I tell my students) the designer must be in charge- not the software! I use technology to support learning while continuing to emphasize critical thinking, creativity, visual literacy, and exploration. Students need technical competence to enter the profession, but they also need the ability to ask questions, evaluate alternatives, communicate visually, and develop ideas of their own.
Finally, I view teaching as an opportunity to expand students’ sense of what is possible for them. Design education has not always been equally accessible, and community college students may encounter barriers of time, finances, preparation, or familiarity with the culture of the profession. I want students to recognize that their own experiences and perspectives have value in design. By creating an inclusive, student-centered learning environment and providing meaningful connections to professional practice, I aim to help students strengthen their voices, develop their identities as designers, and move toward their academic and professional goals.
Teaching began for me almost accidentally after 15 years in architectural practice, with just one evening class. It became a new professional calling because I discovered meaning in connecting students with a field that has shaped my own life. That commitment now informs my doctoral studies in Educational Leadership and my research into architectural design studio pedagogy. As both an educator and a learner, I continue to examine and refine my teaching and learning practices so that I can better support my students, who will shape the future of the design professions.
