My teaching philosophy is rooted in active pedagogy and in integrating real-world applications into theoretical frameworks. I view my students, from first-year undergraduates to doctoral candidates, as partners in the learning process. I strive to help students see themselves as both scholars and practitioners.

• Higher Education Policy & Student Affairs (HEPSA) M.Ed. Program: I facilitate core capstone experiences in program planning and assessment, bridging the gap between student affairs theory and high-impact practice.

• Applied Transformative Leadership: Within the HEPSA program, I teach Applied Transformative Leadership in Higher Education, where I guide students in connecting their practical internship experiences and university governance structures with foundational leadership theories.

• Doctoral Mentorship: I instruct doctoral candidates in the Policy, Planning, and Administration program, navigating the complex landscapes of Higher Education Law, Governance, and Finance.

• Foundational Support: My journey in the classroom began by helping students navigate their own transitions through first-year seminars and peer leadership courses, fostering a sense of belonging from their very first day on campus.

My professional journey spans nearly 20 years of dedicated service across a diverse spectrum of higher education, including large public universities, small private colleges, and Catholic institutions. Most recently serving as a Senior Student Affairs Officer and Dean of Students, I have championed a "wraparound care" model that integrates my extensive background in residence and commuter life, wellness education, and student conduct. As a scholar-practitioner, I view every administrative challenge—from managing multi-million-dollar housing portfolios to authoring over $1M in grants for student well-being—as an opportunity to apply research-driven strategies that foster holistic student development and ethical growth.

I have consistently acted as a change agent during pivotal institutional moments, reorganizing divisions and departments to bridge the gap between critical services and student belonging. My leadership is defined by a commitment to equity, compliance, and compassionate case management; I have co-led Title IX and CARE teams to establish trauma-informed protocols that prioritize student safety and dignity. 

Whether directing the daily operations of thousands of residents or spearheading nationally recognized mental health campaigns, my focus remains on mentoring professionals and cultivating inclusive campus environments where every student has the support to thrive.

My research and creative projects are driven by a fundamental question: how do we foster environments that support the whole person? As a scholar-practitioner, I bridge the gap between high-level policy and the human experience of meaning-making. My work focuses on several key pillars that define modern student development and institutional health:

• Faith, Meaning-Making, & Identity: Much of my scholarly work explores how students and professionals navigate spiritual and faith identity development. My doctoral research specifically investigated how student affairs professionals at U.S. Catholic institutions animate faith development within their roles.

• Well-being & Radical Rest: I advocate for centering well-being as the "new normal" in higher education, particularly during times of institutional crisis. This includes facilitating workshops such as "Permission to Pause," which encourage student affairs professionals to reclaim rest as a vital component of their practice.

• Active Pedagogy & Leadership: In the classroom, I utilize active learning strategies to help students connect theoretical frameworks with practical application. My current research interests continue to evolve in the areas of nostalgia, the role of the scholar-practitioner, and the limits of modern tools in creating soulful educational spaces.

• Ethical Development & Harm Reduction: From my early work on harm reduction to my recent efforts in destigmatizing mental health, I have dedicated my career to promoting ethical decision-making and peer social norms through evidence-based initiatives.

Whether through traditional publications, book chapters on student development theory, or digital media like my Office Hours for the Soul Substack, my goal is to provide a broader perspective on the hidden costs and benefits of the collegiate experience.