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    I am an Assistant Professor of Public Health at William Paterson University. Prior to this I was an Assistant Professor at Eastern State Connecticut State University in the Sociology, Anthropology, and Social Work Department (2014-2016). During the 2013-2014 academic year I was a Visiting Assistant Professor in the Community Health Program, City University of New York School of Public Health at Hunter College.

    As an instructor, my main teaching goals are to help students improve critical thinking, writing, and public speaking skills; learn how to solve problems by critically, creatively, and ethically obtaining, evaluating, analyzing, and applying information, and help foster a commitment to social responsibility and civic engagement.  

    Critical Imagination and Applied Learning

    I encourage students to develop what C. Wright Mills termed the “Sociological Imagination,” or the ability to connect individual level problems to larger historical, social, economic, political, and cultural contexts. Specifically, I help students to connect theory and methods to real life contexts. In public health courses, I assist students in developing an understanding of ecological models and fundamental causes of health and health disparities. In many of my courses, students are required to conduct their own fieldwork projects as I find that service-learning helps students to grasp complex ideas. To facilitate the learning process, I create a technology-forward teaching environment, using the Internet (e.g. wikis, blogs, Canva, Pinterest) and digital media (documentary films, YouTube). As well, I apply an interdisciplinary approach to my courses, assigning readings from multiple theoretical perspectives and fields. 

    Scaffolding Assignments – From Low Stakes Assignments to Final Projects

    I apply a writing intensive approach to my courses. I believe that students learn best through a multidimensional environment which includes lectures, group discussion, individual and group-based research, and writing. Throughout the semester students are assigned ‘low-stakes’ writing assignments, or short, informal and creative assignments that are not counted heavily toward a final grade. These assignments are designed to help students develop their ideas by putting them into words and to help me evaluate their progress in the course. These low-stakes writing assignments are also sequenced, meaning they are designed to help students to move toward more complex writing and research assignments, culminating in a final research project. 

    Evidence of Accomplishment in the Classroom

    Both faculty and students have consistently evaluated my teaching highly. In addition, students have consistently sought me out for mentorship, letters of recommendation and have stayed in touch well after courses have ended. 

    Courses Taught

    William Paterson University

    • Health Research Methods 1 (Fall 2016, Fall 2017)
    • Public Health Practice (Fall 2016, Fall 2017)
    • Health Disparities (Spring 2017, Spring 2018)
    • Cultural Dimensions of Health (Spring 2017, Summer 2017, Spring 2018)
    • Stress Management (Spring 2018, Summer 2018)

    Eastern CT State University 

    • Race & Ethnic Relations (Spring 2016)
    • Deviance (Fall 2015, Spring 2016)
    • Social Problems (Fall 2015)
    • Building Healthy Communities (Summer 2015)
    • Food, Power, & Society/Senior Seminar (Spring 2015)
    • Social Inequality (Fall 2014, Spring 2015, & Fall 2015)
    • Introduction to Sociology (Fall 2014, Spring 2016)

    Hunter College

    • Community Health Assessment (Spring 2014)
    • Urban Health & Society (Fall 2013 & Spring 2014)
    • Controversial Issues in Health (Fall 2013 & Spring 2014)
    • Social Structure & Health (Fall 2011 & Fall 2012)

    Brooklyn College

    • Qualitative Research Methods (Spring 2011 & Spring 2012)