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Since leaving active duty in the United States Marine Corps (1998–2003) and stepping into my first college class in 1999, I have been committed to the idea of becoming a college educator. After earning my B.A. in History from the University of Idaho in 2003, I initially pursued a path outside of academia, working as an entrepreneur and in the tech industry. That experience broadened my professional perspective and ultimately led me back to higher education. I earned my M.A. in Diplomatic and Military History from Boise State University in 2014, and more recently, completed a second graduate degree in Counseling with a focus on addiction and recovery. I am now a Licensed Professional Counselor (LPC) and a National Certified Counselor (NCC), in addition to holding a Graduate Certificate in College Teaching.
Currently, I serve as a full-time lecturer in both the University Foundations and History Departments at Boise State University, and I also teach as an adjunct for Lewis-Clark State College, delivering college-level instruction to residents in correctional facilities across Idaho and Oregon. My teaching focuses on U.S. history, ethics, social diversity, and interdisciplinary approaches to cultural and psychological understanding. I design my courses to be inclusive, accessible, and intellectually engaging, encouraging students to explore the intersection between historical context, ethical reasoning, and personal growth.
Through dynamic lectures, active learning strategies, transparent assessment, and scaffolded course design, I guide students to develop greater self-awareness, critical metacognition, and cultural sensitivity. My ultimate goal is to help students rethink their assumptions about themselves, their communities, and the world in which they live—so they may become more ethically engaged and socially aware citizens.
At the heart of my pedagogy is the principle of backward design: I begin with the learning outcomes and ensure that every assignment and activity is purposefully aligned to support those outcomes. I take a learner-centered approach, creating space for students to make their own connections between course material and lived experience—both in and out of the classroom.
My teaching integrates critical thinking with personal application. For instance, students might first learn about cognitive biases through guided lecture and discussion, then reflect on how these concepts show up in their daily lives through journaling or small group dialogue. This progression encourages ownership of knowledge and helps bridge academic content with individual meaning.
Assessment in my courses is both formative and summative, and always transparent. I provide clear rubrics and feedback structures designed to support reflection, growth, and self-evaluation. Assignments like reflective essays ask students to choose themes or concepts from the course that resonate personally and explore their significance. This freedom supports deeper exploration and internalization, giving students a chance to see academic inquiry as relevant and impactful to their present and future selves.
Creating an inclusive classroom is foundational to my teaching practice. Students come from a wide range of backgrounds, identities, and experiences—and as an educator, I strive to meet that diversity with intentional design and compassion. I carefully select source materials, readings, visual media, and examples that highlight a multiplicity of voices, particularly those that are historically underrepresented or marginalized. My aim is not only to ensure representation but to empower students from all backgrounds and to challenge majority perspectives in thoughtful, respectful ways.
Inclusivity also means being responsive to the situational and individual factors that shape each classroom. I regularly adjust content delivery, assessments, and engagement strategies to accommodate varying learning styles and levels of prior knowledge. I use tools like iClicker to promote anonymous participation, enabling students to engage freely without fear of judgment. This helps foster psychological safety and intellectual risk-taking.
Beyond course logistics, I strive to build relationships with my students. I make a concerted effort to learn names early, check in before and after class, and communicate regularly that I am a resource for both academic and non-academic support. I want students to know that their success matters to me—that I see them not just as learners, but as whole people navigating complex lives. My approach is grounded in the care and mentorship I received from impactful educators, and I do my best to pay that forward.
I bring to the classroom a multifaceted background that spans military service, entrepreneurship, academic research, and clinical counseling. These experiences have sharpened my ability to connect with students from all walks of life, and to create learning environments that are structured, compassionate, and transformative. I remain committed to the ideals of transparent teaching, inclusive pedagogy, and student-centered growth—and I look forward to continuing to evolve in this work.