Teaching enables me to fulfill the central responsibilities of the scientist; to disseminate information about the natural world to the public and provide students the skills to make informed decisions and objectively solve problems. A central focus of my teaching approach is to demonstrate to students how aspects of all areas of biology are necessary to understand the elegant “big picture” that is relevant to our lives. Rather than requiring students to memorize the explicit details, I focus instead on them mastering broadly applicable skills such as data interpretation, experimental design, applying results to new problems, and the integration of multiple biological concepts and into a single synthesis. Witnessing students mature and develop their knowledge through time is my favorite part of teaching. They become more scientifically literate and improve their ability to communicate difficult concepts effectively. I believe the collection of skills learned in my classes build on each other, transfer easily between courses, and will prepare students for success in any career.
In a very direct way, my educational philosophy is an extension of my own personal experiences in biology. I have been fortunate enough to gain experiences in all aspects of biology from darting polar bears along Hudson Bay, to culturing prostate cancer cells in a clinical laboratory. At first glance these experiences appear detached, yet share a common thread of linking food and hormones. Although manifest in different contexts, similar mechanisms are at work and when I teach students I convey an interconnected journey that is intertwined with one’s experiences. I love using creativity and humor to teach the stories of biology in entertaining, yet meaningful ways, such as brain function in zombies, the Loch Ness monster and the food chain, and how “Finding Nemo” is really a tale about the hormonal regulation of sexual differentiation and the energetic cost of reproduction. With my own story-telling, I endeavor to encourage students to share their experiences and ask their questions about how things are connected.
In a very direct way, my educational philosophy is an extension of my own personal experiences in biology. I have been fortunate enough to gain experiences in all aspects of biology from darting polar bears along Hudson Bay, to culturing prostate cancer cells in a clinical laboratory. At first glance these experiences appear detached, yet share a common thread of linking food and hormones. Although manifest in different contexts, similar mechanisms are at work and when I teach students I convey an interconnected journey that is intertwined with one’s experiences. I love using creativity and humor to teach the stories of biology in entertaining, yet meaningful ways, such as brain function in zombies, the Loch Ness monster and the food chain, and how “Finding Nemo” is really a tale about the hormonal regulation of sexual differentiation and the energetic cost of reproduction. With my own story-telling, I endeavor to encourage students to share their experiences and ask their questions about how things are connected.
Classroom Media
Courses taught
Rollins College Conference RCC100
A course designed for first-year students, in which they attend approved cultural and academic programs on campus, reflect on them, and discuss these events with other students and a faculty member.
Biology of Mythical Beasts and Conspiracy Theories MM100S
This course teaches students the basic concepts in physiology and ecology necessary to test the validity of pseudo-scientific claims, such as conspiracy theories (e.g., government mind control and the planned release of AIDS and Zika) and the existence of hidden mythical beasts (e.g. cryptids such as Bigfoot). The goal of this course is to learn how scientific evidence is necessary to support such bold claims.
How to connect the dots: Science and Pseudoscience WCC200, RFLA 200S
Never in history has such unprecedented scientific knowledge been available. Yet discourse between the public, policiticians, and scientitsts has never been more at odds. This course explores scientific controversies and teaches the biological concepts needed to test the validity of pseudoscientific claims, such as conspiracies and myths about human health.
Medical Terminology BIO102
Introduces the language of medicine utilized by health care professionals. Basic word structures (prefixes, sufixes, word root, combining forms), formation of medical terms, abbreviations, definitions, special endings, and plural forms are included in the content. Discusses major disease processes and pathological conditions of specific body systems. Emphasis on spelling, usage, pronunciation, and a systemic approach to learning word parts for constructing, or analyzing new medical terms.
General Biology I BIO120
Includes cell structure and function, genetics and evolution, and diversity of organisms and ecology. Lab course intended for science majors.
Sex on the Brain BIO123
Examines the biology of sex, gender and sexuality. The class will investigate how sex and gender are determined, how various animals approach sexual reproduction, and how the brain shapes sexual and reproductive behaviors.
Animal Conservation BIO124
This discussion based course is an introduction to the theory and practice of wild- life conservation, with field trips to several habitats around Central Florida to observe and study Florida’s diverse spe- cies of fish, amphibians, reptiles, mammals and birds. This course is open to both non-majors and majors.
Careers in Biology BIO201
Introduces students to the variety of career opportunities available to biology majors. Course topics include internship and research opportunities, graduate school, resumes, and career preparation. Students will investigate possible careers and meet professionals in a variety of biological fields.
Vertebrate Zoology BIO237
Surveys vertebrate chordates from jawless lamprey through fishes, amphibians, reptiles, birds, and mammals. Stresses structural and functional characteristics, evolutionary relationships, ecology, behavior, and distribution. Required lab and fieldwork focus on Florida fish and wildlife.
Human Physiology BIO244
Studies the function of human systems (cardiovascular, muscle, nervous, etc.) related to homeostasis. Designed primarily for students preparing for the study of physical therapy, occupational therapy, other allied health professions, and those biology or other students not planning to attend medical, dental, or graduate school. Laboratory involves physiological studies on humans and other mammals.
Human Anatomy BIO245
Studies major human organ systems and their functional characteristics in normal and abnormal states. Designed primarily for students preparing for the study of physical therapy, occupational therapy, other allied health professions, and those biology or other majors not planning to attend medical or dental school. Includes study of human bones, microscopic slides of tissues, and dissection of cats and other mammalian organs.
Animal Physiology BIO312
Studies animals at cellular and organismic levels: nervous, muscular, endocrine, excretory, circulatory, respiratory, digestive, and reproductive systems. Considers invertebrate and lower vertebrate physiology but stresses mammalian systems.
Biology Journal Club BIO344
Assists students in advanced biology courses in developing the skills necessary to read, comprehend, and abstract material from primary source journals.
Physiology for Conservationists BIO395
The central goal of this class is to learn how the fundamental physiological tools that can be applied to situations involving the conservation of animals.
Senior Seminar: Topics in Biology BIO440
Students direct analysis and discussion of integrative topics. Emphasizes readings of classical and contemporary primary scientific literature.
Milestones in Modern Science MLS605
Science has always been concerned with the search for order, whether it be to explain the starry phenomena in the night sky; the diversity of substances like rocks, water, and wind; or the nature of our own origins. This course pursues the pathways of science from ancient roots, through the 17th century, and into the present, concentrating on some of the exceptional ideas in biology and physics, with excursions into chemistry and mathematics. We study how the accumulation of knowledge acquired by technical tools and extraordinary thinking fabricates a new view of the universe and indicates our place in it.
A course designed for first-year students, in which they attend approved cultural and academic programs on campus, reflect on them, and discuss these events with other students and a faculty member.
Biology of Mythical Beasts and Conspiracy Theories MM100S
This course teaches students the basic concepts in physiology and ecology necessary to test the validity of pseudo-scientific claims, such as conspiracy theories (e.g., government mind control and the planned release of AIDS and Zika) and the existence of hidden mythical beasts (e.g. cryptids such as Bigfoot). The goal of this course is to learn how scientific evidence is necessary to support such bold claims.
How to connect the dots: Science and Pseudoscience WCC200, RFLA 200S
Never in history has such unprecedented scientific knowledge been available. Yet discourse between the public, policiticians, and scientitsts has never been more at odds. This course explores scientific controversies and teaches the biological concepts needed to test the validity of pseudoscientific claims, such as conspiracies and myths about human health.
Medical Terminology BIO102
Introduces the language of medicine utilized by health care professionals. Basic word structures (prefixes, sufixes, word root, combining forms), formation of medical terms, abbreviations, definitions, special endings, and plural forms are included in the content. Discusses major disease processes and pathological conditions of specific body systems. Emphasis on spelling, usage, pronunciation, and a systemic approach to learning word parts for constructing, or analyzing new medical terms.
General Biology I BIO120
Includes cell structure and function, genetics and evolution, and diversity of organisms and ecology. Lab course intended for science majors.
Sex on the Brain BIO123
Examines the biology of sex, gender and sexuality. The class will investigate how sex and gender are determined, how various animals approach sexual reproduction, and how the brain shapes sexual and reproductive behaviors.
Animal Conservation BIO124
This discussion based course is an introduction to the theory and practice of wild- life conservation, with field trips to several habitats around Central Florida to observe and study Florida’s diverse spe- cies of fish, amphibians, reptiles, mammals and birds. This course is open to both non-majors and majors.
Careers in Biology BIO201
Introduces students to the variety of career opportunities available to biology majors. Course topics include internship and research opportunities, graduate school, resumes, and career preparation. Students will investigate possible careers and meet professionals in a variety of biological fields.
Vertebrate Zoology BIO237
Surveys vertebrate chordates from jawless lamprey through fishes, amphibians, reptiles, birds, and mammals. Stresses structural and functional characteristics, evolutionary relationships, ecology, behavior, and distribution. Required lab and fieldwork focus on Florida fish and wildlife.
Human Physiology BIO244
Studies the function of human systems (cardiovascular, muscle, nervous, etc.) related to homeostasis. Designed primarily for students preparing for the study of physical therapy, occupational therapy, other allied health professions, and those biology or other students not planning to attend medical, dental, or graduate school. Laboratory involves physiological studies on humans and other mammals.
Human Anatomy BIO245
Studies major human organ systems and their functional characteristics in normal and abnormal states. Designed primarily for students preparing for the study of physical therapy, occupational therapy, other allied health professions, and those biology or other majors not planning to attend medical or dental school. Includes study of human bones, microscopic slides of tissues, and dissection of cats and other mammalian organs.
Animal Physiology BIO312
Studies animals at cellular and organismic levels: nervous, muscular, endocrine, excretory, circulatory, respiratory, digestive, and reproductive systems. Considers invertebrate and lower vertebrate physiology but stresses mammalian systems.
Biology Journal Club BIO344
Assists students in advanced biology courses in developing the skills necessary to read, comprehend, and abstract material from primary source journals.
Physiology for Conservationists BIO395
The central goal of this class is to learn how the fundamental physiological tools that can be applied to situations involving the conservation of animals.
Senior Seminar: Topics in Biology BIO440
Students direct analysis and discussion of integrative topics. Emphasizes readings of classical and contemporary primary scientific literature.
Milestones in Modern Science MLS605
Science has always been concerned with the search for order, whether it be to explain the starry phenomena in the night sky; the diversity of substances like rocks, water, and wind; or the nature of our own origins. This course pursues the pathways of science from ancient roots, through the 17th century, and into the present, concentrating on some of the exceptional ideas in biology and physics, with excursions into chemistry and mathematics. We study how the accumulation of knowledge acquired by technical tools and extraordinary thinking fabricates a new view of the universe and indicates our place in it.