My teaching practice is heavily influenced by my chosen focus on craft-based making. As a craftsperson and educator, repetition in the process of ‘doing’ produces continuous improvements and occasional mistakes. Whether it is an object being made, or a lesson being taught, the final result may not be perfect or even good, but the process always produces something to take away. These lessons are not limited to the process just completed but may be implemented days or years down the road in a different material, career field, or situation. My primary goal as an educator is to help students harness the information in these lessons and to give them the confidence to use their knowledge.

In the studio setting, I reference four categories of importance- technical skill, research, conceptual development, and critical analysis. Each of these categories can be described in great depth, but in short, they can also be described as how to make it, how to make it one’s own, how to apply artistic or conceptual value or significance to it, and lastly, how to learn from it (if ‘it’ is the created work of art). I believe these four categories can be applied to almost any project (with varying weights depending on the desired outcome) to be effective in creating successful assignments. The four can be considered ‘steps in learning’ and aren’t limited to the studio. The process can be applied to lecture courses with minimal adjustment.

As a young and inexperienced teacher, I felt it was my responsibility to create a foundation of information for students to build upon, but this approach overlooked the fact that students do not have identical educational histories. Every student already has an educational foundation, and some may be stronger or broader than others. Now, instead of helping students build their foundations, my philosophy is to provide material and lessons that can build upon existing foundations. My material should provide students with the tools and experience to shore up their foundation and build upon what they’ve learned before participating in my class. Additionally, I believe it is important to draw direct connections between the material and processes in my class to other fields and media. These connections foster adaptability.

Each class is a community, and I believe it is my duty as a leader in the classroom to create a space where every member of the community feels welcome. Doing so requires attention to detail and awareness. It is important to me to look for indicators that show signs of students’ progress and to adjust accordingly. Student evaluations of my performance must also be taken into consideration to adjust content for the next version of the course. I also find the advice of my colleagues to be invaluable. With these factors in mind, I continually hone my practice to, not only teach well but to create an inclusive and productive learning environment for students of all backgrounds. It is easy to challenge a student, but a healthy learning environment requires balancing challenge with support.

The process of becoming a better educator can never be complete. I must continuously grow by educating myself about developments in best practices, philosophies in pedagogy, and techniques or information specific to the courses taught. Perhaps most importantly, I must keep my mind open to others’ experiences. As my path becomes more familiar to me, I look for learning moments when my path crosses or nears the paths of others.

Throughout my experience, students have taught me, and many times without either party becoming immediately privy to their impact on me. I have found instances to put myself on the receiving end of lessons in teamwork, empathy, communication, support, and the creative process. While I did not learn these exclusively from students, I’ve found that the classroom can teach everyone within it, including the instructor, when they are open to others, and open to the process of learning.

2017 University of Georgia, Adjunct Instructor

ARST 2600: Beginning Jewelry/Metals (1 section Summer 2017)

ARST 4610: Advanced Metalwork (1 section Summer 2017)

2016-2017 Humboldt State University, Lecturer

Art 282: Jewelry and Small Metals I (2 sections Fall 2016, 2 sections Spring 2017)

Art 348: Jewelry and Small Metals: Casting and Fabrication (1 section Spring 2017)

Art 349: Jewelry and Small Metals: Fabrications Techniques (1 section Fall 2016)

Art 396B: Digital Fabrication Workshop (Fall 2016)

2015-1016 Humboldt State University, Lecturer

Art 280: Beginning Jewelry and Small Metals (2 sections Fall 2015, 2 sections Spring 2016)

Art 348: Intermediate Jewelry and Small Metals (1 section Fall 2015, 1 section Spring 2016)

Art 396B: Digital Fabrications Workshop (Fall 2015)

2015 Redwood Summer Arts Institute, Instructor of Record

Romancing the Stone Workshop (3 day workshop)

Pattern, Repetition, and Rhythm for Bracelets and Earrings Workshop (3 day workshop)

2014-2015 Humboldt State University, Lecturer

Art 280: Beginning Jewelry and Small Metals (2 sections Fall 2014, 2 sections Spring 2015)

Art 348: Intermediate Jewelry and Small Metals (1 section Fall 2014)

Art 349: Advanced Jewelry and Small Metals (1 section Spring 2015

2011-2012 University of Georgia, Instructor

ARST 1080: Three Dimensional Design (1 section Fall 2011, 1 section Spring 2012)

2010-2012 University of Georgia, Instructor

ARST 3620: Intermediate Metalworking (1 section Fall 2010)

ARST 2600: Introduction to Jewelry and Metalworking (1 section Spring 2011)