Aligning Dreams with Intention

In my undergraduate program, a professor once called me a “dreamer.” At the time, the label felt fitting; I was in the process of creating a college organization for science majors interested in veterinary medicine, something that did not yet exist but felt necessary. Over time, I reflected deeply on that word. Sometimes it felt dismissive, while other times I wore it as a badge of honor. I have come to believe that we are all dreamers to some extent, with ideas about what could be. What distinguishes us, however, is the intention, clarity, and courage required to transform a vision into tangible reality.

This belief aligns closely with the Japanese concept of ikigai, meaning “reason for being.” Ikigai describes the intersection of what one loves to do, what one is skilled at, what the world needs, and what one can be paid to do. Instructional design has become the center of my ikigai, providing the structure and discipline necessary to focus my energy, align my passions with impact, and move ideas from vision to implementation.

Learning by Doing

My academic journey began at Kennesaw State University, where I earned my middle grades science certification. During my time as a student, I quickly realized that hands-on experiences are essential for deep understanding. Teaching middle school science provided me with a rich environment to explore how students learn, struggle, and thrive.

Design Thinking in Practice

Over time, my teaching evolved to include design thinking and human-centered approaches. I observed how empathy, ideation, prototyping, and iteration transformed student engagement. Students became active participants in their learning, strengthening collaboration, curiosity, and reflection.

Bridging STEM and Accessibility

My passion for STEM education extends beyond content delivery. I intentionally design learning experiences that integrate accessibility and inclusion, ensuring that diverse learners can engage meaningfully with science concepts such as light, optics, and biomedical engineering.

Reflection and Growth

Looking back, I recognize that every experience—from undergraduate leadership to classroom instruction—has shaped my approach to instructional design. Reflection allows me to refine my practice, deepen empathy, and align learning experiences with meaningful outcomes.

Looking Ahead

My journey is ongoing, guided by a commitment to purposeful and transformative learning. Through design thinking and instructional design, I aim to create equitable learning environments where all students can explore, grow, and contribute meaningfully.