Those conversations shaped my career, eventually leading me to graduate study, university teaching, curriculum development, community education, survivor advocacy, and consulting.

Today, they shape everything I teach.

In undergrad, I became a peer sexuality educator and teen survivor support group facilitator. What began as volunteer work quickly became a calling. I saw how many people were carrying questions they had never been given permission to ask, and how often they believed they were alone in asking them.

I currently work as an adjunct professor of Human Sexuality at Indiana University, sexuality educator, and curriculum and programming consultant. I teach, write, speak, design educational programs, facilitate workshops, private events, and intimacy retreats, and work with individuals, couples, schools, and organizations.

Most people don't picture "serious business" when they think about sex ed. Truthfully, I do. I take this work seriously because I know how much it matters, but that doesn't mean taking the fun out of it. Sexuality education should leave room for curiosity, laughter, and the occasional awkward question. Because if we're going to spend our lives learning about one of the most human parts of being alive, it's my goal that we enjoy the conversation!

This question originated far before graduate school. Growing up as an Asian adoptee in rural Indiana, I learned early on how much missing information shapes the way we understand ourselves—and how easily people mistake confusion for something that's wrong with them. Like many others, I grew up surrounded by silence, stigma, and incomplete conversations about sexuality.

Consent Advocacy

Teaching and advocacy come from the same place in me, but they don't do the same work. Teaching is about curiosity, helping people ask better questions. Advocacy is about care, showing up for people in the moment they need it most. I do both, on purpose, and neither one replaces the other.

Direct support for survivors. Public advocacy for consent culture.

• am an active hospital crisis response volunteer, supporting survivors of sexual violence

• have built and delivered trainings on consent and supporting survivors

• am a 2x Carmel Marathon finisher carrying a 15-lb mattress to raise awareness and funds for survivor services

As an advocate, I:

A Different Kind of Classroom

Learning from nontraditional education

Some of my most formative learning has also happened in less traditional classrooms. Spaces where communication is explicit, boundaries are practiced, power is negotiated, and consent and trust require ongoing attention.

Those experiences have shaped the way I teach. They’ve given me a deeper understanding of the many ways people create intimacy and connection, and a respect for education that offers people tools rather than prescribing a single model for what relationships or sexuality should look like.

What I Believe

Ultimately, I believe honest sexuality education doesn't leave people with more information. It leaves them more capable.

I believe sexuality is an inherent, lifelong part of being human. It shapes how we understand ourselves, how we communicate, how we build relationships, and how we experience intimacy, healing, pleasure, and joy.

Because it runs through every part of our lives, sexuality education should prepare people for life, not just hand them information. Its purpose is agency: the freedom and ability to make informed choices about your body, your relationships, and your life.

Agency starts with accurate information, but it grows through practice. Knowing something isn't the same as knowing how to do it.

Healthy sexuality is built through learnable skills: communication, boundaries, listening, curiosity, pleasure, consent. None of these develop by accident; they're grown through learning, practice, and experience.

Consent isn't simply one of those skills. It's the thread running through all of them, transforming communication into trust, boundaries into mutual respect, pleasure into shared joy, and knowledge into agency.