Design education
as a living practice.
I approach design education as an evolving practice—grounded in disciplinary knowledge, informed by research and professional engagement, and strengthened through reflection.
My teaching integrates design foundations, emerging technologies, experiential learning, and mentorship to help students connect knowledge to practice, think critically, work collaboratively, and adapt to an evolving design profession.
About
I am a graphic design educator, designer, and lifelong learner whose work connects teaching, professional practice, research, and service. As Assistant Professor of Graphic Design and Graphic Design Program Coordinator at Flagler College, I focus on creating learning experiences that prepare students to navigate an evolving design profession with curiosity, adaptability, and purpose.
My interests in psychology, neuroscience, technology, and human behavior continually shape my teaching and professional inquiry. Across branding, packaging, UX/UI, web design, and emerging technologies, I approach design as both a professional practice and a way of understanding people.
A Reflective Practice
My growth as an educator is cyclical: professional inquiry informs teaching; teaching generates new questions and opportunities; mentorship supports student achievement; and service extends that impact beyond the classroom.
MENTORSHIP + IMPACT
Mentorship extends learning beyond the classroom through individual guidance, professional networking, conferences, competitions, career preparation, and industry engagement.
ExploreSERVICE + LEADERSHIP
Program leadership, professional organizations, and community partnerships expand opportunities for students and strengthen the College's connections to the design profession.
ExploreProfessional Growth
Research, dissemination, professional practice, workshops, conferences, and industry engagement keep my expertise current and inform new approaches to design education.
ExploreEvidence of Teaching Impact
Learning Through Experience
Students learn design by practicing it with real clients.
Experiential learning is central to my teaching. Through Community-Integrated Education, competitions, industry visits, professional critiques, and client partnerships, students move beyond simulated assignments to research problems, communicate with stakeholders, respond to feedback, present ideas, and create work for real audiences. These experiences make professional practice part of learning while giving students opportunities to build confidence, professional networks, and portfolio-ready work before graduation.
Recent Community Partnerships
Real clients. Consequential briefs. Work made for use beyond the classroom. Community and industry partnerships allow students to experience the responsibilities of professional design practice—from research and client communication through critique, presentation, revision, and implementation.
Current Inquiry
Designing for the Brain
Neuro Design Research explores how cognitive science, neuroscience, and psychology inform human-centered design and design education. It translates research on attention, perception, memory, emotion, and agency into practical, ethical approaches to UX, visual communication, and design learning. This research provides a clear lens for evaluating design choices.
Explore Neuro Design ResearchDesign Biblioteca
Design Biblioteca is a public educational resource that makes foundational design knowledge accessible and serves as a living library that evolves with new technologies and practices. As the field changes, Design Biblioteca provides a space to document those changes, examine emerging practices, and continually bring new knowledge back into my teaching.
Explore Design Biblioteca