Teaching

Keiser University, Flagship Campus

Professor of Biology (2025-Present) for Anatomy & Physiology II 

Classes of 10-24 students; freshman to junior
Description: In this course, the general principles of physiological mechanisms at the cellular, tissue, organ, and organismal levels are discussed. Topics include the anatomy and physiology of the endocrine, cardiovascular, immune, respiratory, digestive, urinary, and reproductive systems, but also focuses on nutrition & metabolism, electrolyte & pH balance, and human development & pregnancy. The course revolves around active learning, student participation/discussions, and assessments in the form of in-class group activities, active learning homeworks, clicker questions, quizzes, and exams. This is a common curricula course as well, so there was close collaboration with colleagues to develop innovative pedagogies to improve overall educational outcomes and foster student engagement.

Professor of Biology (2025-Present) for Biology II

Classes of 14-24 students; sophomore to junior
Description: This is an introductory/survey course that extends the curriculum of Biology I for majors. Topics include classification/characterization of the major domains of life, comparative plant and animal physiology, developmental biology, population biology, ecology, evolutionary biology, and applications to clinical sciences. The course revolves around active learning, student participation/discussions, and assessments in the form of in-class group activities, active learning homeworks, clicker questions, and exams. 

Professor of Biology (2025-Present) for Biology I

Classes of 14-24 students; sophomore to junior
Description: This is an introductory/survey course that for majors. Topics include aspects of biological chemistry, the cell cycle, meiosis, DNA structure and replication, protein synthesis, genetic/biochemical control mechanisms, and the nature of heredity  The course revolves around active learning, student participation/discussions, and assessments in the form of in-class group activities, active learning homeworks, clicker questions, and exams. 

Professor of Biology (2025-Present) for General Biology  

Classes of 24 students; freshman
Description: This course introduces the basic elements of cell structure, metabolism, and reproduction. Specific topics include aspects of biological chemistry, the cell cycle, DNA structure and replication, protein synthesis, the nature of heredity, and the genetic basis of speciation. The course revolves around active learning, student participation/discussions, and assessments in the form of in-class group activities, active learning homeworks, clicker questions, and exams. 

International University of Santa Cruz, Bolivia

Visiting Professor of Biology (2025) for General Biology

Classes of 24 students; freshman
Description: This course introduces the basic elements of cell structure, metabolism, and reproduction. Specific topics include aspects of biological chemistry, the cell cycle, DNA structure and replication, protein synthesis, the nature of heredity, and the genetic basis of speciation. The course revolves around active learning, student participation/discussions, and assessments in the form of in-class group activities, active learning homeworks, and exams. 

University of Texas - Arlington

Associate Professor of Instruction (2016-2024) for Human Physiology

Classes of 48 to 160 students; junior to post-baccalaureate
Description: This course focuses on the physiological mechanisms at the cellular, tissue, organ, and organismal levels. The course focus is on the human species, but comparisons are made to other vertebrate species to emphasize similarities and differences across vertebrate taxa. The organ systems covered include the Nervous, Muscular, Cardiovascular, Respiratory, Urinary, Digestive, Endocrine, and Reproductive Systems. The course revolves around active learning, student participation/discussions, and assessments in the form of in-class group activities, active learning homeworks, clicker questions, quizzes, and exams. 

Associate Professor of Instruction (2017-2024) for Anatomy & Physiology II 

Classes of 144 to 256 students; freshman to junior
Description: In this course, the general principles of physiological mechanisms at the cellular, tissue, organ, and organismal levels are discussed. Because this course is directed predominantly towards pre-nursing students, there is a heavy focus on the human species with clinical and laboratory examples. Because physiology can only be explained in terms of the underlying anatomy, an equally heavy focus is placed on anatomy. Topics include the anatomy and physiology of the endocrine, cardiovascular, immune, respiratory, digestive, urinary, and reproductive systems, but also focuses on nutrition & metabolism, electrolyte & pH balance, and human development & pregnancy. The course revolves around active learning, student participation/discussions, and assessments in the form of in-class group activities, active learning homeworks, clicker questions, quizzes, and exams. This is a common curricula course as well, so there was close collaboration with colleagues to develop innovative pedagogies to improve overall educational outcomes and foster student engagement.

Associate Professor of Instruction (2016-2024) for Anatomy & Physiology I 

Classes of 56 to 256 students; freshman to junior
Description: In this course, the general principles of physiological mechanisms at the cellular, tissue, organ, and organismal levels are discussed. Because this course is directed predominantly towards pre-nursing students, there is a heavy focus on the human species with clinical and laboratory examples. Because physiology can only be explained in terms of the underlying anatomy, an equally heavy focus is placed on anatomy. Topics include the organization of the human body (i.e., anatomical terms, cells, and tissues) and the anatomy and physiology of the integumentary, musculoskeletal, nervous, and sensory systems. The course revolves around active learning, student participation/discussions, and assessments in the form of in-class group activities, active learning homeworks, clicker questions, quizzes, and exams. This is a common curricula course as well, so there was close collaboration with colleagues to develop innovative pedagogies to improve overall educational outcomes and foster student engagement. 

Associate Professor of Instruction (2020-2024) for Accelerated Distance Online Anatomy & Physiology

Classes of 160 to 190 students; sophomore to post-baccalaureate
Description: In these courses, the general principles of physiological mechanisms at the cellular, tissue, organ, and organismal levels are discussed. Because these course are directed towards pre-nursing students, there is a heavy focus on the human species with clinical and laboratory examples. Also, these courses (1) are strictly online, (2) involve students from across the country, and (3) many of these students are older and returning to school to complete a masters program and/or apply to nursing school. As such, the course formats and teaching styles are different than traditional A&P courses and accommodate students who are full-time workers, parents, been out of college for a long time, and relatively unfamiliar with the current college environments. Regardless, equally heavy focuses are placed on anatomy and physiology. Topics include the organization of the human body (i.e., anatomical terms, cells, and tissues) and the anatomy and basic physiology of the integumentary, musculoskeletal, nervous, cardiovascular, respiratory, immune, urinary, digestive, endocrine, and reproductive systems. 

Laboratory Coordinator (2016-2024) for Human Physiology, Human Anatomy, Anatomy & Physiology I, and Anatomy & Physiology II at University of Texas - Arlington

Description: Human Physiology lab activities complement the lecture material and focus on a broad array of topics, including hypothesis testing, data analysis, clinical techniques, and the understanding of research in physiology. Human Anatomy lab focuses on basic principles of structure, function, and functional integration of human tissues and organs. Anatomy & Physiology lab activities explore both the anatomical and the physiological aspects of principles introduced in lecture. As lab coordinator, I direct lab curricula, design labs (virtual and in-person), supervise/mentor all lab instructors and undergraduate assistants, create lab practicals, presentations, student materials, and lab manuals, order lab supplies, manage lab inventory, and handle all student issues related to labs. 

Associate Professor of Instruction (2019-2024) for Freshman Learning Course 

Classes of 7-32 students; freshman
Description: In this course, undergraduate assistants have the opportunity to apply introductory biology, anatomy, and physiology concepts in a teaching environment. Students have opportunities to run and help facilitate labs, tutor students, set up and maintain teaching labs, and contribute to the functioning of lectures and labs. In doing all this, undergraduate assistants develop valuable skills in leadership, professional development, and teaching. Undergraduate assistants also gain a greater understanding of many concepts/processes of anatomy and physiology, something they all need for their future careers as medical doctors, physician assistants, dentists, nurses, veterinarians, teachers, etc..

Rutgers University 

Graduate Teaching Fellow (2014-2016) for the Rutgers Academy for Scholarship of Teaching and Learning  

Participated in monthly meetings with the Dean of Education, Presidential Faculty Fellows, and other graduate fellows. Reviewed issues related to undergraduate instruction and contemporary higher education. Led Rutgers TA project sessions on graduate teaching (Helping Students Struggling in the Sciences, Teaching Your First Class, Recitation Planning Across Disciplines) and taught a lecture on Active and Hands-On Learning for a College Teaching graduate course.

Lab Instructor (2012-2016) for Vertebrate Zoology

Classes of 15 to 25 students; juniors to seniors

Description: Labs revolved around three goals: 1. Understanding the connections between morphological and physiological features of vertebrates and the ecological roles of these organisms, 2. Develop a set of morphological and physiological characteristics to distinguish the five major vertebrate classes, 3. While identifying and classifying a range of vertebrate species from the tri-state area, develop an appreciation and deeper understanding of global biodiversity. I was responsible for creating all lectures and quizzes in addition to being responsible for all lab grading, lab logistics, maintenance of the course website, and care of the vertebrate zoology collection. I also guided and trained three additional teaching assistants.

Lab Instructor (2015) for Invertebrate Zoology 

Classes of 23 to 25 students; juniors to seniors

Description: Labs revolved around three goals: 1. Understanding the connections between morphological and physiological features of invertebrates and the ecological roles of these organisms, 2. Developing a set of morphological and physiological characteristics to distinguish major invertebrate groups, 3. While identifying various invertebrate groups, develop an appreciation and deeper understanding of global biodiversity. I co-designed all labs and was responsible for creating all lectures and quizzes in addition to being responsible for all lab grading, lab logistics, and maintenance of the lab organisms and supplies.

Lab Instructor (2014) for Behavioral Biology 

Class of 78 students; sophomores to seniors

Description: Workshops involved showing videos and discussing animal behaviors in order to promote the understanding of basic areas of animal behavior as they relate to the biology and ecology of the animals. Students were also required to be able to evaluate the role of behavior in the conservation of animals. I created exam questions, presented lectures on territorial/mating behaviors of lizards and how to write a scientific paper, led class discussions on documentaries, guided students on performing a scientific study and writing a scientific paper, graded all course material, tabulated course grades, maintained course website, and managed course logistics.

Lab and Workshop Instructor (2011-2013) for General Biology I

Classes of 21 to 24 students; freshmen to juniors

Description: Labs and workshops were led on various biological topics including the scientific method, biological molecules, cell division, genetics, cellular respiration, photosynthesis, plant tissues and transport, plant and fungi reproduction, and evolution. Labs and workshops consisted of introductory lectures, experiments, group assignments (self-developed), class discussions, quizzes (self-developed), development of practice exam questions, and the writing of extensive lab reports. Outside the classroom I was responsible for all the grading of student work and quizzes, exam proctoring, and assisting less experienced teaching assistants. 

Lab Instructor (2013) for General Biology II at Rutgers University

Classes of 23 students; freshmen to juniors

Description: Labs were taught on various biological topics including animal diversity and classification, histology, embryology, and the general anatomy and function of the digestive, musculoskeletal, excretory, reproductive, circulatory, nervous, and sensory systems of vertebrates. Labs consisted of introductory lectures (self-developed), dissections, class discussions and assignments (self-developed), and quizzes (self-developed). Outside the classroom I was responsible for all the grading of student work and quizzes, exam proctoring, and assisting less experienced teaching assistants.

Cal Poly State University, San Luis Obispo

Lab Instructor (2009-2011) for Organismal Physiology at Cal Poly San Luis Obispo

Classes of 16 to 25 students; freshmen to seniors

Description: Labs covered a broad set of topics focusing on the anatomy and physiology of plants (tissues & cell types, growth, photosynthesis, water transport, reproduction) and animals (gas exchange, water & salt balance, blood & circulation, feeding & digestion, sensory system, nervous system, musculoskeletal system, and reproduction). Labs consisted of lectures (self-developed), experiments, dissections, class assignments, quizzes (self-developed), and practical exams (co-developed). I also guided and assisted new teaching associates.

Lab Instructor (2010) for Human Anatomy & Physiology II at Cal Poly San Luis Obispo

Classes of 23 to 24; sophomores to seniors

Description: Labs were taught on histology, hematology & blood disorders, the cardiovascular system, the respiratory system, renal anatomy & physiology, digestive anatomy & physiology, and reproductive anatomy & physiology. Labs consisted of introductory lectures (self-developed), the use of human cadavers, models, and A.D.A.M. computer software to identify organs, blood vessels, and other tissues, and experiments on hematology, respiration, and urinalysis. Students were graded on lab quizzes (self-developed), write-ups, and practical exams (co-developed). 

Lab Instructor (2008) for Animal Diversity at Cal Poly San Luis Obispo

Classes of 21 students; freshmen to sophomores

Description: Introduction to the diversity of the animal kingdom for students not majoring in the biological sciences. Labs focused on surveys over the major phyla and classes of the animal kingdom, providing morphological, ecological, and physiological backgrounds on each. Students examined specimens and completed reports based on two field trips (terrestrial and marine), taxonomic oral reports, and an insect collection. I created all lectures, quizzes, and practical exams and was responsible for all lab grading and lab logistics.