My Teaching Philosophy:
It’s about story. It’s about truth. But it’s also about wonder, escapism, and entertainment. I want students to understand that film can move us, challenge us, and make us laugh... and sometimes all at once.
I’ve been on both sides of the classroom and the set. I remember sitting in a seminar in film school where a panel giving out grants like candy said, “Are you making an action, horror, or romantic-comedy? Don’t bother applying because your films don’t further cinema as art.” I left that room fired up and frustrated. That moment reinforced something I still teach today: all stories matter. Every genre has the power to illuminate human experience, to engage an audience, and to teach a storyteller something about themselves.
In my classroom, I aim to cultivate students as both filmmakers and story-listeners. Their films — whatever form they take — are invitations for audiences to feel, think, and see the world through a unique lens... their lens. When I see a student grasp that power, when I see them take ownership of their story and share it fearlessly, it’s like watching a child take their first confident steps. That’s my win. That’s what survives after the lights come up.
Why I Teach:
I come from a background that spans traditional film production, digital workflows, and film theory. Having worked with both analog and modern technologies. That experience allows me to bridge past and present, helping students understand where media comes from and where it is going.
But ultimately, I teach because stories matter and because helping others tell theirs has become as important to me as telling my own.
What survives after the lights come up is what we remember, what we feel, and what stays with us. That is the power I want students to understand they hold.
In practice, this philosophy has guided my work both inside and outside the classroom. I currently teach digital media and film studies at Lake-Sumter State College, and I am the founder of the Central Coast Film Society, a nonprofit organization focused on film education, community screenings, and creative engagement. These roles continually inform one another, reinforcing the idea that storytelling is not only an academic pursuit, but a lived, shared experience.
The Classroom Experience
My classes are discussion-driven, exploratory, and grounded in curiosity.
Rather than beginning with answers, I often begin with questions:
What is a movie? How does the brain accept editing as truth? Why do we understand a change in scene, time, or place without being told?
By breaking down the psychology of visual storytelling in terms of how juxtaposed images create meaning, how sound shapes perception, how rhythm guides emotion, the students begin to see media not as magic, but as a system they can understand and wield.
The classroom is a space where experimentation is encouraged, mistakes are part of the process, and students are challenged to articulate what they are doing, not just how they feel about it. Technical skills are taught in service of communication, not spectacle. Many students choose to continue into advanced coursework or return for multiple classes, not because they are chasing a grade, but because they’ve found confidence in their voice and a sense of belonging in the process.
Student-Centered Storytelling
Every student enters the classroom with a unique history, perspective, and motivation. I emphasize that no one else on the planet shares their exact point of view and that leaning into that individuality is a strength, not a risk.
As an educator, my role is not to impose a voice, but to help students discover and refine their own. Teaching, for me, is about giving away the tools, pulling back the curtain, so students can go on to create meaningful work independently.
When students leave my classroom, they are the project. Seeing them continue into advanced courses, develop confidence in their creative voice, and pursue their own paths is the most meaningful outcome of my work.
It’s about story. It’s about truth. But it’s also about wonder, escapism, and entertainment. I want students to understand that film can move us, challenge us, and make us laugh... and sometimes all at once.
I’ve been on both sides of the classroom and the set. I remember sitting in a seminar in film school where a panel giving out grants like candy said, “Are you making an action, horror, or romantic-comedy? Don’t bother applying because your films don’t further cinema as art.” I left that room fired up and frustrated. That moment reinforced something I still teach today: all stories matter. Every genre has the power to illuminate human experience, to engage an audience, and to teach a storyteller something about themselves.
In my classroom, I aim to cultivate students as both filmmakers and story-listeners. Their films — whatever form they take — are invitations for audiences to feel, think, and see the world through a unique lens... their lens. When I see a student grasp that power, when I see them take ownership of their story and share it fearlessly, it’s like watching a child take their first confident steps. That’s my win. That’s what survives after the lights come up.
Why I Teach:
I come from a background that spans traditional film production, digital workflows, and film theory. Having worked with both analog and modern technologies. That experience allows me to bridge past and present, helping students understand where media comes from and where it is going.
But ultimately, I teach because stories matter and because helping others tell theirs has become as important to me as telling my own.
What survives after the lights come up is what we remember, what we feel, and what stays with us. That is the power I want students to understand they hold.
In practice, this philosophy has guided my work both inside and outside the classroom. I currently teach digital media and film studies at Lake-Sumter State College, and I am the founder of the Central Coast Film Society, a nonprofit organization focused on film education, community screenings, and creative engagement. These roles continually inform one another, reinforcing the idea that storytelling is not only an academic pursuit, but a lived, shared experience.
The Classroom Experience
My classes are discussion-driven, exploratory, and grounded in curiosity.
Rather than beginning with answers, I often begin with questions:
What is a movie? How does the brain accept editing as truth? Why do we understand a change in scene, time, or place without being told?
By breaking down the psychology of visual storytelling in terms of how juxtaposed images create meaning, how sound shapes perception, how rhythm guides emotion, the students begin to see media not as magic, but as a system they can understand and wield.
The classroom is a space where experimentation is encouraged, mistakes are part of the process, and students are challenged to articulate what they are doing, not just how they feel about it. Technical skills are taught in service of communication, not spectacle. Many students choose to continue into advanced coursework or return for multiple classes, not because they are chasing a grade, but because they’ve found confidence in their voice and a sense of belonging in the process.
Student-Centered Storytelling
Every student enters the classroom with a unique history, perspective, and motivation. I emphasize that no one else on the planet shares their exact point of view and that leaning into that individuality is a strength, not a risk.
As an educator, my role is not to impose a voice, but to help students discover and refine their own. Teaching, for me, is about giving away the tools, pulling back the curtain, so students can go on to create meaningful work independently.
When students leave my classroom, they are the project. Seeing them continue into advanced courses, develop confidence in their creative voice, and pursue their own paths is the most meaningful outcome of my work.
Being an adjunct professor at Lake-Sumter State College has been deeply rewarding. I have the opportunity to share both industry experience and foundational theory while watching students discover their creative voice. My goal in the classroom is to create an environment where curiosity is encouraged, questions are valued, and students feel supported as they develop confidence in their storytelling. I strive to remain an accessible mentor and resource for students, emphasizing that learning does not end when class does.
Areas of Instruction at Lake Sumter State College
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Central Coast Film Society (CCFS) Founding and leading the Central Coast Film Society has been an extension of my teaching philosophy beyond the classroom. CCFS was created to provide access to film education, mentorship, and exhibition opportunities for emerging filmmakers and students, particularly in communities where those resources are often limited. Through screenings, workshops, and public programs, I’ve worked to demystify filmmaking, foster critical conversation around media, and connect storytellers with audiences. This community-based approach has deeply informed my teaching, reinforcing the idea that learning happens most powerfully when students see their work matter beyond the classroom. As Founder of the Central Coast Film Society, I created a nonprofit dedicated to film education, screenings, and community-focused programming. Through CCFS, I’ve designed workshops, led public discussions, and mentored filmmakers outside traditional classroom spaces, reinforcing my belief that storytelling thrives in shared cultural contexts. |
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