During seventeen years as a college instructor, I have taught a variety of courses in many different institutions. The course content may change, the students are all unique individuals, and the logistics of time, place, and year shift. But the constant in all of my courses is that the classroom is a place of inclusion, possibility, and world-making. The guiding principle of my work is that learning should be accessible and engaging for all students. My pedagogical practice is rooted in carefully considered course content; it is committed to inclusive and accessible class lessons; and it is dedicated to creating opportunities for student work to be challenging within a structure of support. My pedagogical practice includes committing to anti-racist pedagogy, creating gender and LGBTQIA+ inclusive space, acknowledging disability and designing accessible coursework, and respecting socio-economic differences and work/life (im)balance.

In my work as a teacher, I champion inclusion and possibility. I do this through my thoughtful course design, my research and reconsideration of historical narratives, and (when relevant) my directorial intervention. I have worked with the students of many different academic institutions and I have supported the faculty in the various departments. I have been a member of the artistic staff for departmental productions and I have helped craft new courses. I understand the dedication and forward-thinking work that is necessary to be part of a vibrant learning community.

Some of my recent publications have focused specifically on practice and pedagogy, including “‘State of the Field’ Roundtable: Disability Pedagogy and Practice in Musical Theatre” in Studies in Musical Theatre, December 2025 and “Writing in Many Forms: The UnEssay as Means of Accessibility and Creativity” in A Classroom Guide to Writing in Theatre and Performance Studies (forthcoming).