Ever since I was young, the magic of music has captivated my heart. At 10 years old, I began learning the viola in middle school, and I have dedicated my studies to the analysis of music. I attended Texas A&M University Corpus Christi, where I received my Bachelor in the Arts in 2015. I then moved to Oregon to attend the University of Oregon where I received my Masters of Arts in Music Theory in 2021. I am currently still enrolled at the University of Oregon, pursuing my PhD while employed as a professor and graduate employee. I have presented my research internationally at the Timbre 2020 conference as well as locally in regional conferences, such as the WCCMTA in 2021 and 2022.

As a teacher, I bring energy and practicality into every lesson. Whether we are learning how to read Treble Clef or how to construct a 12-tone matrix, I do everything I can to bring the topic out of the classroom and into real life. All the examples I use when teaching come from music that exists in publication, as opposed to abstract and detached exercises. Since music theory is a study that historically occurs after the compositional practice of music, my teaching follows this model as well. Additionally, I am bubbly, open, and excited to be teaching. This energy has a salient effect on students and creates a fun and low-stress learning environment.

As an instructor, one of the first things I ask my students is what their goals are for this skill, and I adjust the way I teach to emphasize principles related to their goals. This can be related to studying music from a specific era or related to developing a unique compositional/performance style. Furthermore, my teaching style is one that is engaging and practical. I try to relate everything we learn to what the students' goals are, and I incorporate their unique musical interests into the curriculum as well. Whether a student wants to create or study the most beautiful or most harrowing music, I help provide them with the skills, tools, and knowledge they need to accomplish their goals.