I am an Assistant Professor in the Electronic Production and Design Department at Berklee College of Music, where I teach emerging technologies primarily in domains such as instrument design, installation design, game development, game audio implementation, music production, sound design, and audio engineering. My priority is to teach students how they can approach their own designs across several stages, such as ideating, composing, prototyping, testing, iterating, and deploying. This is particularly the case in my senior capstone seminar, where students conduct their own research and implementation for a significant project of their choice. Beyond Berklee, I have been a guest lecturer in instrument design at MIT and Northeastern University, where I shared my research and practice with notable engineering and design students.

My research is centered around the design of responsive environments, encompassing interactivity and embodied practices, data collection and mapping, perception and cognition, and more recently, engagement with nonhuman entities. I work primarily by building sensor-driven audiovisual instruments and installations. Categorically, I am interested in real-time audiovisual systems, procedural audio and graphics, spatial audio, sensor fusion, computer vision, and DSP.

Accessible design practices have been central to my research and practice for over a decade, both as a matter of principle and because I have found that accessible design tends to invite problems that demand true innovation. I have worked with the disability community, teaching music production and audio technologies, adapting audio software and designing custom workflows, and building alternative controllers for creative expression. That work has taught me the invaluable versatility and robustness of accessible design, dramatically shaping my designs and my teaching practice.

I keep an active creative practice that serves as an experiential playground for my teaching and research, allowing me to explore and implement the concepts I share with my students. Professional environments reveal considerations that aren't apparent in academic settings, such as decisions made under real constraints, problems that only appear at full scale, or things that failed in front of an audience. My professional practice allows me to share with my students a perspective that treats these technologies not as abstractions, but as tools used in the field today. My goal is to help them establish technical fluency, conceptual clarity, and the confidence to build ambitious and expressive systems of their own.