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.
Teaching Strategies and Methods
My teaching practice is rooted in learner-centered instruction, culturally responsive pedagogy, and intentional course design. Whether in CHHS 141 Personal Health, HEP 102 Foundations of Health Education/Promotion, HEC 140 Principles of Nutrition, CHHS 343 Behavioral Theory in Health Education, or HED 101 Personal and Community Health, I design learning environments that support diverse student populations while progressively building applied health knowledge.
1. Course Design and Alignment
I begin every course with backward design to ensure alignment between learning outcomes, instructional activities, and assessments.
Key practices include:
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Mapping each learning outcome to specific assessments and instructional tasks.
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Ensuring students understand why each assignment matters by explicitly showing outcome alignment.
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Sequencing activities so that foundational knowledge builds toward applied competencies.
Examples of alignment:
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HEC 140: Nutrient-function outcomes are assessed through dietary analysis projects, nutrient case studies, and application-focused quizzes.
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CHHS 343: Students use behavioral theories to design health intervention frameworks, demonstrating their ability to translate theory into practical planning.
2. Instructional Materials and Resources
I intentionally design and curate materials that support transparency, accessibility, and equity.
Materials I develop or integrate include:
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Clear, detailed syllabi that outline expectations and course pathways.
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Open Educational Resources (OERs) to minimize student cost burden.
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Structured learning modules with weekly overviews, checklists, and guiding questions.
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Recorded micro-lectures and topic overviews tailored for online learners.
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Visual aids such as diagrams, infographics, models, and real-world data sets.
These resources ensure students have equitable access to foundational content, regardless of learning environment.
3. Learning Activities and Engagement Strategies
I create engagement structures that invite active participation, collaboration, and applied practice.
In-Person Courses (CHHS 141, HED 101)
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Think–pair–share exercises
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Case-study rotations and gallery walks
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Small-group problem solving
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Structured debates on current health issues
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Quick-write reflections to assess comprehension
Online Courses (HEP 102)
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Recorded mini-lectures for flexible learning
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Scaffolded discussion boards that encourage critical thinking
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Group projects that simulate professional collaboration
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Peer feedback assignments
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Weekly check-ins to maintain community and accountability
These strategies ensure that students remain connected to the material and to each other, regardless of modality.
4. Culturally Responsive Teaching
I integrate culturally responsive practices to ensure that every student sees themselves, their community, and their lived experiences represented in the curriculum.
Key strategies include:
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Selecting readings, examples, and case studies that reflect diverse cultural and socioeconomic contexts.
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Inviting students to share community-based health experiences to broaden perspectives.
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Highlighting disparities and structural determinants of health throughout the curriculum.
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Framing health concepts within the social, political, and cultural realities of different populations.
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Creating a classroom climate where all voices are respected and centered.
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For example, in Personal and Community Health, students analyze public-health strategies across varied communities to better understand how context shapes health outcomes.
5. Integration With My Teaching Philosophy
Across courses and modalities, my teaching approach emphasizes:
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Active learning: Students construct knowledge through discussions, analysis, and practice.
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Real-world application: Assignments mirror professional tasks in health promotion and education.
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Inclusivity and respect: Every student’s background is treated as an asset to the learning environment.
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Skill-building: Students leave with stronger critical-thinking, problem-solving, and communication skills.
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Empowerment: Learners are encouraged to question assumptions, apply concepts to their own lives, and become advocates for evidence-based health practices.
This philosophy guides every instructional decision I make—from designing assignments to selecting learning materials—and ensures that my classes prepare students to engage meaningfully in the field of public health.
Teaching Philosophy Alignment
My teaching philosophy centers on learner-centered, inclusive, and evidence-based instruction. I believe in designing learning environments where students actively engage with material, think critically, and recognize the relevance of health concepts in their daily lives. Continuous improvement is central to this approach, and I view professional development as both a personal responsibility and a professional commitment. This improvement plan outlines past activities, future goals, and ongoing strategies that directly support my philosophy and enhance my effectiveness as an educator.
Teaching Improvement Plan
I. Past Professional Development Activities
Instructional Development
Teaching in STEM (Graduate Course, UAB | 2025)
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Strengthened skills in learner-centered pedagogy, syllabus design, assessment practices, and active learning.
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Applied course concepts to redesign modules in Principles of Nutrition.
Quality Matters (QM) Rubric Intro Workshop| 2023
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Completed foundational training in online and hybrid course design.
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Integrated QM standards to improve Canvas course clarity, structure, and alignment.​
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Calhoun Faculty Training & Canvas Orientation | 2022
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Developed skills in objective-writing, course alignment, and transparent grading.​
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Pedagogy & Inclusive Teaching
UAB Center for Teaching & Learning: Teaching & Learning Conference | 2024
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Participated in sessions on Transparent Assignment Design (TILT), inclusive pedagogies, metacognition, and student engagement.
ACASH Professional Workshops | 2022–2025
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Completed training focused on adolescent development, culturally responsive communication, and trauma-informed practices.
II. Professional Memberships
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American Public Health Association (APHA)
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Society for Public Health Education (SOPHE)
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Alabama Campaign for Adolescent Sexual Health (ACASH)
IV. Integration With My Teaching Approach
These professional development activities support my teaching philosophy through:
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Strengthening learner-centered design by deepening skills in backward design, active learning, and transparent assessment.
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Enhancing inclusive and accessible teaching practices through ongoing pedagogy and equity-focused training.
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Increasing transparency in course materials through QM and TILT-aligned structures.
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Engaging with broader teaching communities to remain informed about effective and innovative instructional practices.
V. Incorporating Student Feedback for Continuous Improvement
Given the learner-centered nature of my teaching philosophy, gathering student feedback is essential to my professional growth and course refinement.
Current Practices
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Mid-semester surveys evaluating pacing, clarity, engagement, and instructional effectiveness.
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Informal in-class or online check-ins that provide real-time insight into student needs.
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End-of-course evaluations that identify patterns in student perceptions and experiences.
Future Enhancements
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Anonymous “pulse checks” every 3–4 weeks to identify barriers and misunderstandings early in the term.
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Feedback-integrated assignment design, where students influence the format of learning materials (e.g., videos, case studies, visual aids).
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Teaching Advisory Group: a small volunteer student group that provides structured feedback on teaching strategies mid-semester.
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Reflective learning prompts where students share which instructional approaches support their learning, informing future revisions.
These strategies position students not only as learners but as partners in the ongoing improvement of the learning environment.
III. Future Professional Development Goals
Nutrition and Public/Community Health Conferences (2026–2027)
To strengthen both my content expertise and pedagogical practice in the areas of nutrition and public/community health, I plan to participate in the following professional conferences:
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Society for Nutrition Education and Behavior (SNEB) Annual Conference: Focuses on evidence-based nutrition education, community nutrition interventions, health communication, behavior change strategies, and applied public health nutrition research.
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American Public Health Association (APHA) Annual Meeting – Public Health Education & Health Promotion Section: Provides sessions on emerging public health issues, community-level interventions, health disparities, policy, and instructional innovation within public health education.
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Southern Obesity Summit / Southeastern Health Equity Conferences: Regional conferences emphasizing chronic disease prevention, community-based health strategies, regional disparities, and culturally responsive health promotion.
Alabama Public Health Association (ALPHA) Conference: Offers applied training related to community health practice, state-level public health priorities, and local health education partnerships.
These conferences directly support my teaching in Principles of Nutrition, Personal & Community Health, and Foundations of Health Education/Promotion by ensuring my course content remains current, evidence-based, and aligned with emerging public health trends.
Additional Professional Development Goals
To demonstrate the relevance and alignment of each planned activity, brief descriptions are included below.
ACUE Effective College Instruction Certificate (2026)
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A nationally recognized, evidence-based program focusing on course design, active learning, feedback strategies, inclusive teaching, and student engagement.
UAB CTL Workshops & Programming (Spring–Fall 2026)
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Ongoing training in assignment redesign, Canvas innovation, assessment strategies, and course accessibility.
Teaching & Learning Conference (2026)
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Focused on innovative teaching approaches, student motivation, assessment reform, and inclusive pedagogical strategies.
SOPHE Webinars (Quarterly, 2026)
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Professional development sessions on health education methods, community engagement, and behavior-change pedagogy.
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Teaching Mentorship Program (UAB | Fall 2026)
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Formal mentorship including teaching observations, feedback cycles, reflective practice, and guided instructional improvement.
Teaching Effectiveness
IDEA course evaluations
Course evaluation asks students to rate a variety of aspects of the course, for example:
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Overall, I rate this instructor an excellent teacher.
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Overall, I rate this course as excellent
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My background prepared me well for this course’s requirements.
My teaching effectiveness is demonstrated through consistent student ratings, reflective practice, and a commitment to learner-centered instruction. Evaluation data from my Principles of Nutrition course highlight both strengths and targeted areas for growth.
Student Evaluation Highlights
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Clear course structure and communication: 2.00 (Benchmark: 1.99–1.94)
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Learning support and respect: 1.96–2.00
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Student comfort contacting instructor: 1.91
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Course engagement: 1.91
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These scores reflect strengths in communication, support, consistency, and inclusive pedagogy
Areas for Growth
Student feedback identified opportunities to improve clarity of presentation (1.78) and course navigation (1.78). In response, I implemented:
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Weekly roadmaps with explicit objectives
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Video walkthroughs of assignments• Restructured modules for more intuitive navigation
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TILT-aligned transparency practices
Feedback-Driven Innovation
Guided by a learner-centered philosophy, I strengthen my courses through:
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Formative assessments and pulse checks
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Interactive, applied learning experiences
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Student-driven reflection and metacognitive activities
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Culturally responsive examples in nutrition and public health