Teaching Philosophy & Goals

Goals

I aim to continue representing Johnson County Community College through community outreach, speaking engagements, and professional development opportunities, helping to promote and strengthen the visibility of the Web Development program. I also strive to integrate emerging educational technologies and instructional design practices into my courses to create accessible, engaging learning experiences, while ensuring students are well prepared for evolving industry expectations after graduation.

Teaching Philosophy

Teaching is one of the most meaningful and energizing parts of my professional life. As a full-time professor at Johnson County Community College for the last number of years, I view teaching not only as the delivery of content, but as the intentional design of learning experiences that foster confidence, curiosity, and growth. I believe effective education happens when students feel supported, challenged, and empowered to see themselves as capable contributors in their field.

My teaching approach emphasizes clarity, accessibility, and engagement. Students enter my web development courses with a wide range of academic backgrounds, technical experience, and learning preferences, so I intentionally design coursework that supports multiple ways of learning. This includes structured explanations, visual demonstrations, hands-on activities, and opportunities for reflection and iteration. I regularly gather student feedback and use it to refine my courses, treating teaching as an evolving practice rather than a static one.

Real-world application is central to my pedagogy. I design assignments that mirror professional workflows, including simulated client interactions, collaborative projects, and portfolio-driven outcomes. These experiences allow students to connect technical concepts to practical use cases, build confidence in their skills, and graduate with work they can present to employers or clients.

Creating an inclusive and supportive learning environment is a core responsibility in my teaching, especially in a department that serves many non-traditional students. I am aware how confidence, belonging, and mental well-being directly impact learning. I work to reduce unnecessary barriers in my courses, encourage open communication, and normalize learning as an iterative process. By creating a classroom environment that prioritizes respect and psychological safety, students are better positioned to ask questions and grow.

Alongside my classroom teaching, I maintain a strong interest in educational technology and instructional design as tools to enhance learning rather than distract from it. I focus on thoughtfully integrating technology where it improves clarity, accessibility, and student engagement, and I stay current with emerging tools and practices that can support effective teaching. This interest informs how I structure my courses and adapt to new learning environments, without losing sight of pedagogy as the primary driver.

Whether teaching students or collaborating with colleagues, I view education as a collaborative process built on reflection and adaptability. My goal is to continually refine my teaching in ways that support student success, foster inclusive learning environments, and prepare students for both professional and personal growth.