Teaching & Curriculum
Curriculum is an ecosystem.
I've spent the last few years building curriculum—for undergraduates, K-5 learners, and wellness educators. The craft draws on the same tools as good design: information architecture, learner outcomes, accessibility, and iteration with feedback. I treat syllabi as living ecosystems—attentive to the learners who move through them, iterative, never finished.
Statement
A good course is legible—a student should be able to see the whole arc and still be surprised by it.
It is accessible—built from the start for different bodies, different processing, different access to time.
It is generous—it hands students real authorship, not supervised permission.
It is practical—the only way to learn is by doing.
Courses & Programs
Virtual Reality
NYU IDM · Undergraduate · 2022—Present
NYU's inaugural undergraduate VR course. Students build an original VR piece across a 14-week studio model; accessibility, embodied design, and critique are woven through every week.
VR Studio
NYU IDM · Graduate · 2024—Present
A graduate studio extending the VR foundations into independent project work—thesis-scale pieces, advanced interaction, and rigorous crit.
UX for XR
NYU IDM · Undergraduate · 2023
Wireframing, prototyping, and usability testing for XR platforms. WCAG and UDL principles applied to head-worn and spatial contexts.
Restorative Spaces
NYU IDM · Graduate · 2024
A graduate course on designing environments—physical, digital, and spatial—that let people regulate, rest, and re-enter. Sits at the intersection of XR, wellness, and inclusive design.
K-5 ELA Curriculum
Platinum Edge Tutoring · 2022—2025
Standards-aligned literacy curriculum with differentiated materials and formative assessment. Built for classroom teachers to pick up and run with.
Wellness Program Design
Brooklyn Bridge Flow · 2019—2022
Structured curriculum for wellness educators, with instructional consistency across a team of five instructors across multiple locations.
Principles
01
Backwards design
Start with the outcome a student should own by week 14. Work backwards to assignments, then readings, then week one.
02
Accessible by premise
WCAG and UDL aren't a compliance layer—they shape the pace, the materials, and how students are asked to perform knowing.
03
Studio model
Weekly critique, prototyping in public, real stakes. Less lecture, more making.
04
Shells that scale
Master course shells in Canvas mean cross-section consistency and easy handoff to other instructors.
05
Evidence over opinion
Student feedback and engagement data iterate the syllabus each term. The course is never finished.
06
Tech as tool
XR, AI, AR—emerging tech is worth teaching only when it answers a real question better than the alternative.