Professional Portfolio
I am a systemic clinician-scholar whose work translates complex questions of technology, identity, law, and power into relational practices that make care, learning, and institutions more accessible and accountable to the people whose lives they shape.
I developed this portfolio as part of my doctoral Qualifying Examination in Couple and Family Therapy at Antioch University New England. The materials gathered here show how this commitment takes form across my clinical practice, teaching, supervision, research, consultation, leadership, social justice work, and public scholarship, while tracing my development across the doctoral program.
I share the portfolio not only as an academic milestone, but as a public record of the questions that guide my work:
How do we practice care ethically inside imperfect systems?
How do teaching, therapy, supervision, research, and public scholarship become sites of accountability rather than performance?
And how might relational work help people, institutions, communities, and societies imagine more just, livable futures?
The Qualifying Examination Evidence Map shows how my doctoral work demonstrates Antioch’s eight Student Learning Outcomes, aligned with standards established by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE).
It also makes visible how my areas of doctoral formation connect and inform one another.
My portfolio is organized into four interconnected areas of praxis.
Each section includes philosophy, reflection, applied work, and evidence of my development across the doctoral program.
Artificial Intelligence, Accessibility, and Academic Integrity
I use AI and assistive technologies as part of my academic process, including tools for generative dialogue, dictation, audio processing, accelerated reading, literature discovery, research mapping, and citation management. For me, these technologies can function as cognitive and accessibility infrastructure, helping ideas move between speech, text, listening, and critical revision.
I do not treat AI as an author or epistemic authority. Generative AI reflects human knowledge. As a mirror, AI can return my own thinking from unexpected angles. However a reflection is not an independent knower. It can illuminate, distort, amplify, and omit. I therefore use AI to support questioning and creativity without treating its output as authority. Its role is to expand access, questioning, creativity, and scholarly inquiry without obscuring where responsibility lies. I remain accountable for the argument, interpretation, sources, citations, and final language of work submitted under my name.
My ethical approach is grounded in beneficence, non-maleficence, transparency, accessibility, creativity, and attention to power, with a simple standard: if I use technology to help produce knowledge, I must still be able to understand it, verify it, defend it, and answer for its consequences.
Read my full statement on the ethical use of AI in academic work →
A soundtrack for becoming.
These songs hold some of the moods, contradictions, memories, and relationships that accompanied me through doctoral study and the qualifying exam process. Like a mixtape, the playlist offers another way into the portfolio: less linear than an argument, but no less deliberate.