Educator, facilitator, and program designer.

I design rooms where people think hard together in public, about questions that do not have settled answers yet. Classrooms, panels, labs, faculty cohorts. The questions that interest me most right now are the ones AI is forcing: how we think, what we are willing to hand over, and who we want to be while we use it.

See how I Speak, Facilitate and Write

Currently

  • CEO & Founder

    Women in AI Colorado and its Learning Labs

  • Associate Director, Teaching & Learning

    Achieving the Dream

  • Adjunct Associate Professor

    University of Denver

    AI and Professional Practice

  • Co Board Leader-elect

    GlobalMindED

  • Executive Advisory Board

    Rocky Mountain AI Interest Group

What I Do

AI Course Design

I design AI learning experiences for colleges, organizations, teams, and support faculty to do the same. My courses build durable skills: systems thinking, critical judgment, and the capacity to use AI inside your own expertise. The course I built and teach for the University of Denver is under consideration as a foundation for their Accelerated Bachelor of Professional Studies program. The same pedagogy translates to corporate L&D, nonprofit capacity building, and workforce development.

Convening and Dialogue Design

I design and convene public programming where people work through hard questions in front of each other. That means curating speakers who genuinely disagree, preparing participants before they walk in, and moderating so difference stays productive. Left alone, it hardens. At the University of Denver I convened AI with Integrity, a panel and workshop bringing together industry, workforce strategy, and ethics around a single question. At CU Boulder I spent a year with a faculty cohort moving through real resistance toward designing for student agency. The design work is the same each time: build the conditions, then get out of the way.

Speaking & Facilitation

I speak and facilitate at the intersection of AI, learning, and human agency. Every keynote includes a facilitated activity, because ideas land differently when people work with them in real time. I read rooms, move energy where it needs to go, and design experiences that make complex AI questions feel approachable and actionable.

Building Communities & Programs

I build communities and programs where people become fluent and confident with AI. From the AI Literacy Ambassadors program at CU Boulder to communities of practice on AI in education at the University of Denver to peer-led labs of Women in AI Colorado, I design structures where people learn together, in trusted community, and move from audience to authors. It is replicable work: a model organizations can bring to their own people.

Approaches

Staying the author of your own mind

Cognitive Sovereignty

Working with AI well is less a technical skill than a metacognitive one. It's the capacity to notice, in real time, where your thinking ends and the model's begins, and to choose. Cognitive sovereignty is my north star to guide me in investigating what conditions are needed for staying the author of your own mind. My teaching and consulting are built to make it a practice people can develop in community, not an aspiration they carry alone.

This capacity scales past one mind. A student who lets AI think for her loses the muscle that makes her an author, and a society that lets AI judge for it loses the muscle that makes it accountable. The classroom is where the civic version gets built: one course, one disclosure, one letter at a time.

The term has roots in Helen Edwards' work at the Artificiality Institute; my contribution is the pedagogy.

  • Ethics as Creative Constraint

    Limits that sharpen the practice

    Most AI ethics conversations start with rules handed down from philosophers, regulators, or tech companies. My module starts somewhere different: with the professional values students already hold. What are you unwilling to compromise when AI enters your work? Name that first. Everything else builds from there.

    Starting there also changes what a disagreement can do. When people have named their own commitments out loud, they argue from something they own, and no longer from a position they feel obligated to defend. The conversation stays intellectual, and it holds.

  • Community is the Curriculum

    How I teach, in classrooms and labs alike

    People learn AI best in trusted community, building real things together. This is how I teach at the University of Denver, how I coach faculty, and how Women in AI Labs runs: peer-led, hands-on, and coached.

    What makes it work is where I put the center of gravity. The student experience is the curriculum. What people bring to the room, their questions, their work, their real lives, is the material we build from. I facilitate through activities and discussion prompts that invite deep reflection, then ask people to connect the concepts to their own contexts. That connection is the point. It's the part only they can make, and it's what turns an AI concept into something meaningful and usable in a life or a job. The same principle holds in a room of strangers who disagree. What they bring is the material, and the work is designing conditions where they can actually use it.