About Me

My teaching philosophy is rooted in the belief that education is a transformative process that empowers students to discover their potential and define success in a way that is unique and personal. As a first-generation college graduate who grew up in a rural town with a population of approximately 800 people, I take immense pride in the path I have paved for myself academically. Along with the majority of my hometown, my family faced significant financial challenges and relied on government assistance during my upbringing. I found solace in education as a space where the playing field was leveled and my hard work was allowed to take precedence over external circumstances. These experiences, along with my journey of navigating higher education with ADHD, have shaped an unshakable personal philosophy rooted in the belief that the learning process is a different and valid personal journey, uniquely shaped by individual circumstances and equally correct for the person living it. I have been fortunate to teach at every level of my academic journey, which has shaped my approach to creating inclusive and engaging learning environments. As a PhD student, I was asked to be a course instructor for an introduction to cellular biology course in the biosciences PhD program at the University of Utah. I developed and taught the protein chemistry section of the curriculum in a group-based learning environment alongside Dr. Janet Lindsley, the assistant dean of curriculum for the University of Utah Medical School. Dr. Lindsley's research on best education practices for medical and PhD students greatly influenced my current teaching style, which emphasizes active learning, collaboration, and real-world applications. My technical approach to teaching utilizes peer groups to foster critical thinking and encourage students to work through complex topics and problems collaboratively. As a graduate teaching assistant at Central Michigan University, I taught the lab portion of an exercise physiology course, graded lab reports, and made myself readily available to support students outside of class. To further assist students in areas they found challenging, I created and uploaded YouTube videos to the course site, providing additional explanations and resources. Although meeting with students outside of class hours was not required, I prioritized these opportunities because I am enthusiastically and deeply devoted to getting students to grapple with the process of learning, which is an extremely personal endeavor to each student. During my undergraduate studies, I tutored challenging science courses such as chemistry, biochemistry, organic chemistry, and mammalian physiology. To me, being an effective teacher means maintaining structure in coursework while allowing flexibility in how students approach and arrive at their conclusions. It involves being enthusiastic and supportive, but not so invested that I take ownership of the students' works, as their learning process must remain their own. I strive to create an environment where students feel safe and encouraged to engage with challenging concepts, embracing the discomfort of not knowing. I prioritize translational work, such as analyzing research papers and methodologies, to help students transition from passively receiving material to actively taking ownership of their learning. My teaching interests include courses in nutrition, metabolism, physiology, and cellular biology. I am particularly interested in developing courses that integrate research and real-world applications.

Education & Certifications

Tutoring Subjects