I'm dedicated to preparing the next generation for a landscape where AI has become the new operating system. My teaching practice bridges the gap between academic theory and industry mastery, moving beyond "empathetic pixel pushing" toward strategic systems thinking.
I operate on the belief that technical fluency is a developable skill, and my goal is to empower students to transition from merely using technology to actively building it.
By structuring my courses as project first, we simulate real product teams, which allows us to to focus on what actually moves the needle: solid logic, ethical responsibility, and human centered innovation.
The Systemic Approach
I treat digital design platforms as visual development environments rather than static canvases. By grounding my instruction in systemic logic and technical fluency, I transform students from passive consumers into active, technical creators.
Beyond the Double Diamond
I structure advanced courses as high functioning product teams. By rejecting linear models in favor of cyclical, object oriented workflows and embedding DesignOps and AI-augmentation, I prepare students for the actual "tectonic shifts" of the professional landscape.
I structure my advanced courses using a product team approach. By rejecting linear models in favor of cyclical, object oriented workflows and embedding DesignOps and AI augmentation, I prepare students for the actual "tectonic shifts" of the professional landscape.
The "Critical Making" Framework
Theory and practice are inseparable. We move beyond the AI "hype cycle" to engage in Ethical Inquiry, auditing algorithms for bias, reverse engineering design trends, and using design fiction to prototype artifacts for possible futures.
Purpose-Driven Innovation
Whether building reusable component libraries or exploring the history of XR, the goal is a mindset of continuous iteration. I equip students with the technical literacy and communication tools required to lead in a digital-first world.
Whether building reusable component libraries or exploring the history of XR, the goal is a mindset of continuous iteration. I equip students with the technical literacy and communication tools required to lead in a digital first world.
Examples
I'm dedicated to preparing the next generation for a landscape where AI has become the new operating system. My teaching practice bridges the gap between academic theory and industry mastery, moving beyond "empathetic pixel pushing" toward strategic systems thinking.
I operate on the belief that technical fluency is a developable skill, and my goal is to empower students to transition from merely using technology to actively building it.
By structuring my courses as project first, we simulate real product teams, which allows us to to focus on what actually moves the needle: solid logic, ethical responsibility, and human centered innovation.
The Systemic Approach
I treat digital design platforms as visual development environments rather than static canvases. By grounding my instruction in systemic logic and technical fluency, I transform students from passive consumers into active, technical creators.
Beyond the Double Diamond
I structure my advanced courses using a product team approach. By rejecting linear models in favor of cyclical, object oriented workflows and embedding DesignOps and AI augmentation, I prepare students for the actual "tectonic shifts" of the professional landscape.
The "Critical Making" Framework
Theory and practice are inseparable. We move beyond the AI "hype cycle" to engage in Ethical Inquiry, auditing algorithms for bias, reverse engineering design trends, and using design fiction to prototype artifacts for possible futures.
Purpose-Driven Innovation
Whether building reusable component libraries or exploring the history of XR, the goal is a mindset of continuous iteration. I equip students with the technical literacy and communication tools required to lead in a digital-first world.
Examples
I'm dedicated to preparing the next generation for a landscape where AI has become the new operating system. My teaching practice bridges the gap between academic theory and industry mastery, moving beyond "empathetic pixel pushing" toward strategic systems thinking.
I operate on the belief that technical fluency is a developable skill, and my goal is to empower students to transition from merely using technology to actively building it.
By structuring my courses as project first, we simulate real product teams, which allows us to to focus on what actually moves the needle: solid logic, ethical responsibility, and human centered innovation.
The Systemic Approach
I treat digital design platforms as visual development environments rather than static canvases. By grounding my instruction in systemic logic and technical fluency, I transform students from passive consumers into active, technical creators.
Beyond the Double Diamond
I structure my advanced courses using a product team approach. By rejecting linear models in favor of cyclical, object oriented workflows and embedding DesignOps and AI augmentation, I prepare students for the actual "tectonic shifts" of the professional landscape.
The "Critical Making" Framework
Theory and practice are inseparable. We move beyond the AI "hype cycle" to engage in Ethical Inquiry, auditing algorithms for bias, reverse engineering design trends, and using design fiction to prototype artifacts for possible futures.
Purpose-Driven Innovation
Whether building reusable component libraries or exploring the history of XR, the goal is a mindset of continuous iteration. I equip students with the technical literacy and communication tools required to lead in a digital-first world.
Examples
