Through my teaching and collaboration with graduate students, administrators, and faculty, I aim to make higher education more equitable, accessible, and transformative. In my current role as co-founder of GradTLC, I aim to fill a crucial gap (that I have witnessed and experienced as a graduate student) that currently exists in higher education: supporting graduate students as they make progress towards their degree, learn new difficult skills required in grad school, and contend with all the other stresses of life that inherently arise. I aim to support grad student thriving, and learning by developing a collaborative, research-based initiative to transform the higher education sector from the outside in. More broadly in my work, from my deep roots in humanistic teaching in a wide range of institutions (from Mercer County Community College to Wesleyan University, the University of Iowa, and Princeton), I am particularly eager to bring innovative teaching approaches, including technology tools, to support active, motivated, and engaged learning. In programming, teaching, and initiatives, I also work to promote an environment of community, care and well-being, grounded in contemplative practices of mindfulness. I came to teaching as a writer and poet, and take joy in writing contemporary poetry with an ear and eye towards eighteenth-century abstractions, especially personifications (the subject of my dissertation). My work spans many disciplines and dialogues, and over the last years it has taken me to Germany (on a Fulbright grant to write poetry about former industrial spaces turned cultural and artistic spaces), Iowa, Connecticut, New Jersey, Buffalo, New York, and Seattle, Washington.