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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 
    • Public Health Practice 
    • Health Disparities 
    • Cultural Dimensions of Health 
    • Stress Management 

    Eastern CT State University 

    • Race & Ethnic Relations 
    • Deviance 
    • Social Problems 
    • Building Healthy Communities 
    • Food, Power, & Society/Senior Seminar 
    • Social Inequality 
    • Introduction to Sociology 

    Hunter College

    • Community Health Assessment (BS)
    • Urban Health & Society (MPH)
    • Controversial Issues in Health (BS)
    • Social Structure & Health (BS)

    Brooklyn College

    • Qualitative Research Methods