For some academics, teaching is an inconvenience, a thing that must be done so that the more important work (i.e. research) can happen. This is not true for me. I have been teaching, now, at the post-graduate level since 2018 and consider my work in the classroom to be a central element of my vocation. As an instructor, I have worked in multiple departments (English, Rhetoric, Bioethics, and Business), modalities (online and in person) and locations (U.S. and Peru). During that time, I have both seen and experienced the transformation of modern education pre and post generative AI. ​

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The introduction of generative AI in 2022 ushered in a new era of learning. The value of mass education is waning. The future of education is artisan and experiential. For some, these changes will be painful. To me, they are exciting, serving as a catalyst for the types of intimate class settings and innovative assignments that I already integrate into my own classrooms. 

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My teaching profile is broad. In addition to core writing courses, I have significant experience teaching technical writing, in both the business and engineering contexts. ​As a joint PhD(c), I frequently teach cross-departmentally, instructing bioethics courses such as Introduction to Medical Ethics as well as humanities courses like Introduction to the Medical Humanities and Death and Dying. My pedagogical approach involves pairing theoretical content with applied case-based learning, demonstrating through in-class, dialogically-driven analysis the applicative power of humanities discourse within the biomedical space. Rather than teaching ethics as abstract theory, I embed active learning throughout my courses. My Intro to Medical Ethics course, for example, features simulated ethics mediation sessions where students utilize real-world clinical conflicts to practice navigating high-stakes values disagreements. Likewise, my Death and Dying course bridges philosophy and applied ethics, culminating in a visit to the gross anatomy lab. My applied approach has made me particularly successful at connecting with students from medical disciplines, as evidenced by my strong student evaluation metrics from my Intro to Medical Humanities and Intro to Medical Ethics courses.

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​Over my 8 years of collegiate-level instructorship, I have taught broadly. Across each of my disparate assignments, I have clung to a guiding principle—that my goal as an educator is to model humble and generous curiosity, a spirit motivated by the joy of entering into vibrant, healthy, and nuanced discourse.