Fortunately, knowledge is dynamic–and so is its application.
When I left my tenured professor position after nine years at a public university–following a decade at another major public university–I wasn’t stepping away from academia but expanding my reach. As an educator at heart, I have never believed that universities should exist in isolation from real-world challenges. Knowledge isn’t meant to sit in books, journals, or classrooms–it’s meant to be lived, applied, and adapted to solve problems.
For years, I had already moved fluidly between academia, industry, and creative storytelling, recognizing them as interconnected. Being a rhetoric and communication specialist made it particularly conducive for me to operate in both academia and the professional world.
Throughout my career, I have:
✅ Designed and led academic programs that prepare students for real-world careers–like a university program that increased student employability through hands-on communication training.
✅ Consulted with organizations to develop communication strategies rooted in research, helping them connect with their audiences more effectively.
✅ Applied rhetorical expertise to screenwriting, brand storytelling, and media projects, creating narratives that resonate across industries.
✅ Published scholarly work while directly implementing insights in professional and creative spaces, ensuring that theory meets practice.
Whether I’m teaching in a classroom, conducting research, strategizing in a boardroom, or envisioning stories for a film set, my mission remains constant: to shape ideas, refine messages, and transform communication into tangible impact.
If some see a divide between academia and the professional world, I stand at the intersection of both. I may be more than just an academic or a professional. I’m an Academix–a blend of "academia" and "mix," representing the fusion of knowledge and practical application. (I coined it! :))
🎓 What is an Academix?
An Academix is a professional who integrates academic expertise with real-world impact–bridging research, education, consulting, and creative practices. Academix don’t just theorize; they apply knowledge. They don’t just teach; they create solutions.
I’m an Academix. To me, being an Academix means actively shaping and applying knowledge in diverse settings. It means not having to choose between academia and industry–but thriving in both whenever one has meaningful value to offer.
🔹Communication Strategist – Crafting effective messaging, branding, and audience engagement strategies to amplify impact.
🔹Educator & Mentor – Teaching rhetoric, writing, and communication while guiding students and professionals in education, career, and life design.
🔹Leader & Project Manager – Directing academic and creative initiatives, from curriculum design to media projects.
🔹Researcher & Analyst – Investigating communication strategies and rhetorical impact across time and cultures to address real-world challenges.
🔹Writer & Storyteller – Developing narratives across academia, media, and corporate settings (screenwriting, branding, multimodal storytelling).
Why This Matters
We live in a world where knowledge is increasingly interdisciplinary. The most pressing challenges–global crises, technological shifts, and communication breakdowns–require professionals who can think critically, adapt, and integrate expertise across fields. That’s what being an Academix is about.
Think of an Academix as a translator–someone who takes complex ideas and turns them into actionable solutions.
If you’ve ever felt like your work doesn’t fit into a single box–if you’ve moved between education, industry, and creative fields–then you might be an Academix, too.
Let’s Connect
I’m sharing this here for those curious about my professional identity and approach. If you're interested in collaborating on education, communication strategy, or storytelling projects, let’s connect and explore how we can create impact together.
Knowledge isn’t meant to stay on paper–it’s meant to shape the world. And that’s what being an Academix is all about.
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