Philosophy of Teaching
This section presents my philosophy of teaching as a relational, justice-oriented, and reflective practice. Across my teaching, training, and curriculum development, I focus on creating learning spaces where students can think critically, engage complexity, examine power, and connect knowledge to ethical action. My work as an educator is grounded in care, accountability, accessibility, and the belief that learning is shaped by the systems people live inside.
“To teach in this way is to reject the fiction that the acts of teaching and learning are ever neutral. It is to lean into the discomfort of truth-telling, and into the sacred mess of shared vulnerability. It is a commitment to co-create spaces where we do not have to perform wellness or mastery to be worthy of learning, where knowledge can arise from rupture, silence, grief, and joy alike.”
Featured Artifacts
Asynchronous teaching
AAMFT Systemic Therapy Certificate Contributions
As part of my teaching portfolio, I include my work as a module developer for AAMFT’s asynchronous Systemic Therapy Certificate programming. My contributions focus on two primary areas: the systemic foundations of gender-affirming care and the forthcoming ethical implications of artificial intelligence in therapy practice.
Across these certificate programs, I translate emerging clinical, ethical, and sociopolitical concerns into accessible training materials for systemic therapists. This work demonstrates my capacity to design asynchronous professional education that helps clinicians think critically about gender-affirming care, client use of AI, current digital relational trends, and the responsibilities practitioners carry as technology and law continue to reshape clinical practice.
Synchronous Teaching
Consent and Professional Sexuality Practice
As part of my teaching portfolio, I include a synchronous teaching excerpt from my work as instructor support for the University of Guelph’s Foundations in Professional Sexuality Practices course. This online intensive course trains clinicians, educators, and other helping professionals in foundational sexuality practice, with attention to ethics, consent, relational systems, and sociocultural context.
In this clip, I lecture and facilitate discussion on sexual consent with advanced and early-career clinicians, drawing on material situated within the Canadian legal and professional context. Using slides, chat-based reflection, polling, and applied scenarios, the segment demonstrates my ability to teach sensitive clinical material in real time, engage learners actively, and help practitioners examine basic consent, affirmative consent, ambiguity, intoxication, relational power, and ethical decision-making in sexuality practice.
NOTE: A password is required to view this clip. Please email me to access.
“Communication was top-notch and the final outcome was even better than we imagined. A great experience all around.”
On the Necessity of Critical THinking Paper