Teaching Philosophy
As an educator, my goal is to create an inclusive, engaging, and scientifically rigorous learning environment where students develop critical thinking skills, hands-on experience, and a deep appreciation for biological sciences. My teaching philosophy is rooted in active learning, mentorship, and real-world application, ensuring students gain both theoretical knowledge and practical skills that prepare them for careers in health sciences, research, and education.
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I believe that students learn best through experience, so I emphasize student-driven learning, interactive teaching methods, and research-based experimentation. My courses are designed to encourage curiosity, collaboration, and confidence helping students see themselves as scientists in training, rather than passive learners.
Interdisciplinary Research
My research focuses on avian population ecology, diet selection, and the ecological interactions that shape species distributions and ecosystem function. I use a combination of field-based studies, stable isotope analysis, and microbiome research to explore how birds and other taxa respond to environmental changes, particularly in the context of agricultural landscapes, climate change, and habitat restoration. A central component of my work is providing undergraduate students with hands-on research experiences that prepare them for careers in ecology, conservation, and beyond.
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Investigating Diet and Ecosystem Function in Tree Swallows
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One of my primary research projects examines how Tree Swallows (Tachycineta bicolor) forage in agroecosystems, balancing aquatic and terrestrial insect prey. Tree Swallows are aerial insectivores that rely on nutrient-rich aquatic insects during the breeding season, as these prey items provide essential resources for nestling growth and development. To investigate this, I have established and monitored nest boxes at restored wetlands, allowing for long-term productivity assessments and diet analyses. My findings contribute to understanding how wetland restoration influences food availability for avian insectivores, informing conservation strategies that support bird populations in human-altered landscapes.
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Migration Ecology of Sharp-Shinned Hawks
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Another major focus of my research is raptor migration ecology, particularly in Sharp-Shinned Hawks (Accipiter striatus). Using stable isotope analysis, I assess how these migratory predators connect breeding and wintering grounds, providing insights into their natal origins and habitat use throughout the annual cycle. By analyzing feathers collected from migrating individuals, I can determine which geographic regions contribute to the migratory population, which is essential for understanding population dynamics, threats during migration, and conservation priorities.
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Microbiome and Climate Adaptation in Mediterranean House Geckos
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Expanding beyond avian systems, I also study the microbiome of Mediterranean House Geckos (Hemidactylus turcicus) to investigate how invasive species adapt to new environments under climate change. The microbiome plays a crucial role in digestion, immunity, and overall fitness, yet little is known about how environmental stressors shape microbiome diversity in reptiles. By examining microbiome composition across different climates and habitats, I aim to uncover how these lizards maintain physiological function and ecological success in novel environments.
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Integrating Undergraduates in Research and Career Development
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A central goal of my research program is to integrate undergraduate students in meaningful, publishable research that prepares them for careers in science. I believe in mentoring students through every stage of the scientific process, from hypothesis generation to fieldwork, laboratory analysis, and scientific writing. Many of my undergraduate researchers have gone on to graduate programs, veterinary school, and careers in wildlife conservation, demonstrating the impact of early hands-on research experience. One example of this mentorship in action is a student-led study investigating white blood cell (WBC) counts in birds as an indicator of immune function and body condition. This student’s experience in avian physiology and lab-based analysis directly prepared them for their next step—admission to veterinary school, where they are now applying these skills to clinical medicine.
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By blending field ecology, laboratory techniques, and data analysis, my research program provides a platform for students to develop critical thinking, technical skills, and scientific communication abilities. My ultimate goal is to continue building research experiences that bridge academic study with career readiness, ensuring that undergraduate students are not only contributors to ecological research but also future leaders in conservation, environmental science, and beyond.
Courses Taught
Human Anatomy and Physiology Laboratory
Oklahoma State University
My approach to Human Anatomy & Physiology (A&P) emphasizes active learning, hands-on experimentation, and student-led instruction to foster engagement, retention, and critical thinking. In Human Anatomy, I implement the "You Teach Me" method, where students take on the role of instructors, working in small groups to design teaching materials such as mini-lectures, case studies, anatomical models, or hands-on demonstrations. This peer-led approach strengthens their understanding of anatomical structures, spatial relationships, and terminology while developing communication, leadership, and teamwork skills. To further reinforce spatial learning, I incorporate a Human Anatomy Scavenger Hunt, where students collaborate to locate and label key structures on models, skeletons, and diagrams in a color-coded, interactive challenge. These methods reduce anxiety, increase engagement, and promote a deeper connection with the material in an inclusive and collaborative environment.
In Human Physiology, I emphasize real-time physiological data collection to help students visualize how electrical impulses drive bodily functions. Students measure biophysical signals such as electromyography (EMG), electrocardiography (ECG), and nerve conduction velocity, linking them to muscle contractions, cardiac rhythms, and neural efficiency. For example, in the nervous system module, students conduct nerve conduction tests to examine myelination and reflex pathways, while in muscle physiology labs, they record EMG data to analyze motor unit recruitment and muscle fatigue. By actively collecting and interpreting electrical signals from the human body, students develop a deeper understanding of physiological mechanisms and clinical applications. Integrating student-led teaching in Anatomy and real-time physiological data collection in Physiology ensures that students engage with A&P concepts in an applied, meaningful way, equipping them with the scientific reasoning, practical skills, and confidence necessary for careers in healthcare, biomedical research, and beyond.
Ornithology Laboratory
Oklahoma State University
My approach to teaching Ornithology emphasizes hands-on field experiences, observational learning, and skill development in bird identification and research techniques. As the lab instructor, I designed and led field trips to the OSU Botanical Gardens and OSU Dairy Farm, where students engaged in real-world avian research. At the Dairy Farm, students participated in bird banding, learning proper handling techniques by safely holding House Sparrows and practicing data collection methods used in ornithological studies. I also trained students to monitor nest boxes, observe breeding behavior, and document avian ecology in natural and human-altered landscapes, providing them with a comprehensive understanding of field ornithology. To strengthen bird identification skills, I equipped each student with a pair of binoculars and taught them how to identify songbirds by both sight and sound during field excursions. We explored different habitats, discussing how species diversity, migration patterns, and environmental factors influence bird populations. Through these experiences, students developed practical field skills, honed their observation techniques, and gained firsthand experience in avian ecology and conservation methods. By integrating field-based learning, hands-on research, and direct engagement with birds in their natural environments, I ensured that students left the course with both scientific knowledge and real-world experience applicable to careers in wildlife biology, conservation, and research
Introductory Biology Laboratory
Oklahoma State University
In Introductory Biology, I guide students through the entire scientific process starting at the experimental design to moving on to data collection, analysis, and scientific writing. My course structure emphasizes active learning, hands-on experimentation, and real-world application, allowing students to develop critical thinking skills, understand biological concepts in depth, and gain experience in professional scientific communication.
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Students begin by designing their own experiments to test biological principles, engaging in hypothesis-driven research while developing skills in data collection and statistical analysis. Some of the core experiments they conduct include:
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Surface Area-to-Volume Ratio and Thermoregulation – Investigating how body size and shape influence heat retention and loss, connecting physical principles to animal physiology and adaptation.
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Metabolic Rate and Gas Exchange – Using COâ‚‚ and Oâ‚‚ probes to measure the metabolic rates of mealworms and cockroaches, exploring how temperature, body size, and activity levels affect respiration.
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Algal Productivity and Environmental Variables – Manipulating light, nutrients, and COâ‚‚ availability to examine how different conditions impact photosynthesis and primary productivity in algae.
Through these investigations, students formulate hypotheses, design controlled experiments, collect and analyze real-time biological data, and interpret their results in a broader ecological or physiological context.
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A key component of the course is the manuscript-writing process, where students work in teams to write a full scientific paper based on their experiments. They learn to structure their work in the format of a professional scientific journal, refining their ability to communicate findings effectively. Select student papers are submitted for peer review and may be published in the university’s undergraduate research journal, providing an authentic research experience that mirrors the professional scientific community. By actively participating in the entire research process, students in Introductory Biology move beyond memorization and truly engage with the scientific method. They gain firsthand experience as biologists, developing skills in experimental design, teamwork, data analysis, and professional scientific communication; preparing them for future careers in research, healthcare, environmental science, and beyond.
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