About Me
I am a public health educator, program manager, and doctoral candidate committed to creating inclusive, learner-centered environments where students feel supported and challenged. My teaching focuses on real-world application, equity, and critical thinking—drawing from my professional experience in community health, youth advocacy, and interdisciplinary collaboration. I value active learning, compassionate communication, and empowering students to engage with health issues that impact their communities.
Teaching Philosophy
My perspective on teaching is rooted in the belief that learning is most meaningful when students are actively engaged, supported, and empowered to connect course content to their own lived experiences. I view teaching as a collaborative process where knowledge is not simply transmitted from instructor to student but co-constructed through dialogue, critical reflection, and application. At the core of my philosophy is the value of creating an inclusive and student-centered learning environment that encourages curiosity, critical thinking, and personal growth.
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I believe that all students are capable of success when provided with the right structure, resources, and encouragement. To support this, I use interactive and applied teaching methods such as case studies, group discussions, and real-world problem solving that allow students to actively practice skills and reflect on how concepts apply beyond the classroom. These methods reflect my values of equity and accessibility, ensuring that students with diverse learning styles and backgrounds can engage with material in meaningful ways.
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My teaching goals are twofold: to cultivate students’ academic competence and to foster their confidence as lifelong learners. I see my role as both facilitator and mentor—someone who provides clear guidance, models critical inquiry, and creates opportunities for students to explore independently. In return, I expect students to take ownership of their learning by engaging actively, asking questions, and collaborating with their peers. Together, teacher and student share responsibility for building a learning community that values respect, accountability, and growth.
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Ultimately, my philosophy emphasizes that teaching is not just about transferring information but about inspiring students to think deeply, challenge assumptions, and apply knowledge to improve their own lives and the communities they serve.
Diversity Statement
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As an educator, program manager, and public health professional, I view diversity, equity, inclusion, and belonging (DEIB) as essential pillars of effective teaching and community engagement. My philosophy is grounded in the belief that every student—regardless of background, identity, or lived experience—deserves to see themselves reflected in the learning environment and empowered to contribute their unique perspectives to collective understanding.
In my teaching practice at Calhoun Community College, I intentionally design classroom experiences that celebrate difference and foster inclusion. I incorporate diverse case studies, culturally responsive examples, and open dialogue around topics such as health disparities, social determinants, and cultural identity. In my Principles of Nutrition and Personal Health courses, for example, students explore how culture, economics, and environment influence dietary patterns and health outcomes. This approach not only deepens content understanding but also helps students critically examine health inequities and develop empathy and cultural competence—skills essential for future health professionals.
My commitment to diversity also extends beyond the classroom. As a Program Manager at VECRA Inc. and Youth Advisory Council (YAC) facilitator for the Alabama Campaign for Adolescent Sexual Health, I work with individuals from a range of racial, cultural, and linguistic backgrounds. These experiences have strengthened my understanding of how to cultivate inclusive spaces where all voices are valued. Whether mentoring youth, managing interpreter programs, or guiding community health initiatives, I prioritize equitable access, representation, and participation.
As a scholar and future faculty member, I aim to continue building learning environments that empower students to bring their full identities to the classroom. I believe that inclusion is not a single act but a continuous process—one that requires listening, reflection, and intentional action. By modeling cultural humility and encouraging collaboration, I strive to prepare students not only to succeed academically but also to lead with compassion, awareness, and respect in diverse professional and community settings
Teaching Experience
CHHS 141 – Personal Health
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Role: Instructor
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The University of Alabama at Birmingham – Spring 2019, Fall 2019, Spring 2020
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Enrollment & Student Demographics: Approx. 30-40 undergraduate students per section
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Course Format: In-person
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Credit Hours: 3
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Requirement: General education elective
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Course Description:
Introduces personal health concepts with emphasis on lifelong wellness and disease prevention.
Course Objectives:
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Understand key principles of personal health and wellness.
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Analyze lifestyle factors that affect health outcomes.
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Develop strategies for maintaining physical and mental well-being.
Primary Responsibilities:
Designed syllabus, delivered lectures, created and graded assessments.
HEP 102 – Foundations of Health Education/Promotion
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Role: Instructor
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Arizona State University – Fall 2022
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Enrollment & Student Demographics: Approx. 25-35 undergraduate students
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Course Format: Online
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Credit Hours: 3
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Requirement: Required for Health Education majors
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Course Description:
Introduces foundational concepts of health education and promotion, including program planning, behavior change theories, and health communication strategies.
Course Objectives:
• Explain fundamental principles of health education and promotion.
• Describe key behavior change theories and their application.
• Design basic health promotion strategies for diverse populations.
Primary Responsibilities:
Prepared and delivered lectures, created assessments, guided group projects, and facilitated discussions on current health promotion issues.
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HEC 140 – Principles of Nutrition
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Role: Instructor
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Calhoun Community College
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Fall 2020 – Spring 2025 (multiple sessions)
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Enrollment & Student Demographics: Approx. 30 undergraduate students per section
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Course Format: In-person and occasional hybrid sections
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Credit Hours: 3
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Requirement: Required for health science majors
Course Description:
Introduces principles of human nutrition and their application to everyday life.
Course Objectives:
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Identify and describe the functions of major nutrients.
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Analyze digestion, absorption, and metabolism processes.
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Evaluate the impact of nutrition on chronic disease prevention.
Primary Responsibilities:
Developed course materials, integrated open educational resources, led lectures and discussions, supervised projects.
CHHS 343 – Behavioral Theory in Health Education
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Role: Instructor
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The University of Alabama at Birmingham – Spring 2020
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Enrollment & Student Demographics: Approx. 15 undergraduate students
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Course Format: In-person
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Credit Hours: 3
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Requirement: Required for Health Education majors
Course Description:
Examines key behavioral theories and models used in health education, focusing on their application in program planning and evaluation.
Course Objectives:
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Describe major behavioral theories relevant to health education.
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Analyze case studies applying theory to practice.
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Develop a theoretical framework for a health education intervention.
Primary Responsibilities:
Designed syllabus, facilitated lectures and discussions, created and graded assignments, and mentored students on theory-based projects.
HED 101 – Personal and Community Health
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Role: Instructor
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Alabama A&M University – Fall 2024, Fall 2025
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Enrollment & Student Demographics: Approx. 35 undergraduate students
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Course Format: In-person
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Credit Hours: 3
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Requirement: General education elective
Course Description:
Introduces personal and community health principles, focusing on wellness, disease prevention, and the role of community resources in supporting health.
Course Objectives:
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• Identify key factors that influence personal and community health.
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• Evaluate public health strategies for disease prevention.
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• Develop a personal health plan incorporating community resources.
Primary Responsibilities:
Created course materials, delivered lectures, facilitated group discussions, and assessed student projects and exams.
Diversity Statement
I'm always looking for new and exciting opportunities. Let's connect.
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