My teaching is grounded in the Scholarship of Teaching and Learning (SoTL) and focuses on designing evidence-informed, high-impact learning experiences that promote knowledge transfer beyond the classroom. Across undergraduate and graduate coursework, I emphasize the integration of theory, clinical reasoning, and applied skill development through case-based learning, structured problem-solving, and authentic assessment tasks. I intentionally incorporate instructional technologies to support student engagement, flexible learning, and the development of professional competencies aligned with contemporary speech-language pathology practice. I teach Survey in Communication Sciences and Disorders and Diagnostics at the undergraduate level, as well as Autism and Developmental Disabilities and Language & Literacy, which are cross-posted for undergraduate and graduate students. Across these courses, I prioritize clarity in expectations, scaffolded learning experiences, and offer opportunities for students to apply content to realistic clinical scenarios. Through my teaching efforts I also incorporate the tenets of the ICF framework to promote the importance of learning information in a way that encourages students to provide contextualized patient-centered care. Overall, my primary goal when teaching is to prepare students to think critically, adapt to evolving practice contexts, and engage in lifelong professional learning.