My teaching is shaped by a commitment to student-centered learning and to creating classrooms where students can read attentively, think collaboratively, and develop their own judgment. My most recent pedagogical fellowships with the Andrew W. Mellon Transformative Learning in the Humanities initiative, the Great Questions Foundation, and the Critical AI Institute at the CUNY Graduate Center have deepened this work by giving me sustained opportunities to explore how students form interpretations, practice intellectual agency, and engage meaningfully with complex ideas. These programs have helped shape the way I design courses that emphasize inquiry, reflection, and shared exploration.

I am especially interested in how course structures support or limit meaningful engagement. My writing on ungrading and reflective assessment grows out of this focus and reflects my effort to build classrooms where students take an active role in defining what learning means to them. Professional development in reading-focused pedagogy, open education, and inclusive design has further informed this work and supports my ongoing effort to create learning environments that are accessible, equitable, and intellectually demanding.

Across my courses, I aim to help students cultivate habits of attention and interpretation that allow them to navigate complexity with clarity and confidence. My goal is to support the development of thinkers who can engage deeply with ideas, participate fully in democratic life, and approach the world with curiosity and care.