Teaching Experience

Xavier University (August 2015–Present)
  • Psychological Disorders (Face-to-face and asynchronous online; formerly Abnormal Psychology)
  • General Psychology (Face-to-face)
  • Accelerated, 8-week asynchronous courses in the APEX Program:
    • Social Psychology
    • Psychological Disorders (formerly Abnormal Psychology)
    • Developmental Psychology​​

University of Cincinnati (August 2016–Present)
  • Psychology of Gender (Asynchronous online)
  • Psychology in the Workplace (Face-to-face; hybrid)
  • Diversity and Health (Synchronous online)
  • Action Research (Graduate, Face-to-face)
  • Action Science (Graduate, Face-to-face)
  • ​Interpersonal Relations (Face-to-face)
​Carlow University (January 2022–Present)
  • Qualitative Research Methods (Undergraduate, asynchronous online)
  • Research Methods for Social Sciences I (Undergraduate, asynchronous online)
  • Research Methods (Graduate, synchronous online)
  • Advanced Research Methods (Undergraduate, asynchronous online)​

Miami University (August 2023–Present)
  • Social Psychology (Synchronous online)
  • Social Psychology (Accelerated asynchronous online)

​University of Indianapolis (May 2024–Present)
  • Readings in Advanced Topics: Psychology in the Workplace (Undergraduate, synchronous online)
  • Qualitative Research Methodologies (Graduate, synchronous online) 
  • Treatment of Eating Disorders (Graduate, asynchronous online)

Graduate Advising & Teaching

  • Advise PsyD students on their qualitative dissertation proposal writing process
  • Serve as a Consensual Qualitative Research (CQR) subject-matter expert & qualitative methodologist
  • Assist with theoretical framework, lit review, methods, analysis, & timeline
  • Support students in program completion requirements for their pre-doctoral internship
  • Review proposal drafts & provide feedback
  • Met regularly with students on a group and individual basis to assess progress, answer questions, and provide feedback and support
  • Hosted weekly Writing Accountability Group Sessions​

Managing Undergraduate TAs

  • Train and mentor Teaching Assistants (TAs) to develop their instructional skills and foster professional growth
  • Coordinate and assign TA responsibilities, ensuring alignment with course objectives and providing ongoing support
  • Implemented an escalation model, delegating routine student inquiries while personally addressing complex issues, including Academic Misconduct, Student Welfare Concerns, Accommodation Requests, and Ethical Concerns
  • Cultivate a collaborative environment by facilitating open communication and teamwork between TAs and instructional staff to enhance student learning outcomes