Biography
| Before becoming a Lecturer in the Physics Department, I received my Ph. D in December 2021 from UCF. My dissertation is a collection of three studies that follow a mixed-methods approach and multiple frameworks (i.e., GTA Professional Development Evaluation and Research framework, social cognition theory fear of negative evaluation, facework, etc.), to investigate the impact of graduate teaching assistant training initiatives on GTA teaching practices and on student learning experiences in physics labs. After graduation, I became an adjunct (teaching instructor) for multiple semesters where I gained experience teaching large lecture introductory physics courses and the studio mode course. Meanwhile, I started a post-doc position at UCF in 2022. My post-doc position was solely focused on research where I investigated the role faculty mentors have in supporting students with disabilities in physics spaces (i.e., research lab, classroom, physics program, etc.). Additionally, I am a published author in peer-reviewed journals including Physical Review Physics Education Research and the International Journal of STEM Education. Most recently, I have been collaborating on a S-STEM grant (recently funded, yay!) with faculty members in chemistry, CREOL, and physics to support low-income and academically talented students who are pursuing an undergraduate degree in a major related to physical science. I am committed to advancing physics education to foster student success and a strong sense of belonging in physics classrooms. My instructional approach mirrors my passion for teaching and my research endeavors. My teaching philosophy involves incorporating interactive, evidence-based teaching practices into introductory physics courses to create learning environments supportive of the variety of students who are enrolled at UCF. I often teach algebra-based physics and calculus-based physics sequences in either lecture or studio mode. Additionally, I coordinate the introductory physics labs to ensure students are developing skills useful in physics as well as their future career. |
Research Areas
Research areas of focus include GTA professional development, student learning experiences in physics courses, and mentoring and advising support for physics students.
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Research Opportunities for Students
Information on requirements
Currently accepting: No
Graduate: No
Undergraduate: No
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- Is it Paid? No
- In a lab? No
- Prerequisites: N/A
- Learning materials: N/A
Publications
Courses Taught
| Lecture and studio modes for PHY 2053 – College Physics I, PHY 2054 – College Physics II, PHY 2048 – General Physics Using Calculus I, and PHY 2049 – General Physics Using Calculus II. Lecture mode for PHY 2020 – Concepts of Physics. Coordinator for introductory physics labs (PHY 2053/54/48/49). |