Welcome to my website! Allow me to tell you a little bit about myself. As a Senior Lecturer in the Department of Mathematics at Baylor University, I have spent my career cultivating a learning environment that is rigorous, reflective, and responsive to the evolving needs of students. My work represents a deep commitment to student success, pedagogical innovation, and institutional collaboration. After over 25 years of teaching, I offer a record of sustained excellence in teaching, leadership in curricular design, impactful research, and meaningful contributions to the university community.

Pedagogical Foundations and Teaching Philosophy

My teaching philosophy is grounded in social constructivism and self-regulated learning theory, emphasizing the interplay of cognition, metacognition, and affect. I design courses that invite students to actively construct knowledge, reflect on their learning processes, and engage with mathematics in ways that foster ownership and confidence. I integrate the TPACK framework to align content, pedagogy, and technology, and I draw upon Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education to promote interaction, feedback, and respect for diverse learning styles. These principles manifest in my use of flipped classrooms, inquiry-based learning, and formative assessment strategies. I continually revise course materials based on student feedback and learning analytics, ensuring that instruction remains evidence-based and student-centered.

Curricular Innovation
One of the most impactful initiatives I have led is the creation of the corequisite Calculus Supplement Course (MTH 1121). This course was designed to address knowledge gaps in prerequisite content by supporting students identified as having a higher probability of earning a D, F, or W (Withdrawal) in Calculus I. MATH 1121 provides just-in-time review, conceptual scaffolding, and collaborative practice in a nurturing environment.
From Fall 2022 through Spring 2025, students showed statistically significant improvements in persistence, retention, and performance including:

• Calculus I DFW Rate Reduction: Lower than both non-supplemented peers and historic averages.

• Calculus I Withdrawal Rate Reduction: Dramatically lower than both comparison groups.

• Under-represented Minorities and First Generation College Student Impact: Calculus I withdrawal rates for these  populations were especially significantly reduced.

(See the details of these outcomes in the links on my C.V.) 

 

In addition, I designed Mathematics Through Technology (MTH 334)) and have taught it annually since 2004. This course addresses the needs of junior-level Mathematics Education students, who plan to teach grades 6 – 12. The focus of the course is to explore and evaluate the cognitive, pedagogical, and mathematical fidelity of a variety of mathematics technologies in different algebra and geometry contexts. As of 2025, this course also includes generative AI for mathematics lesson development. These courses reflect Baylor’s strategic emphasis on student flourishing, inclusive excellence, and transformational undergraduate education.

Instructional Leadership and Emerging Technologies
Building on these curricular efforts, I have also led initiatives in instructional technology and faculty development. I designed Learning Design and Emerging Technologies (LDT 5310), a graduate-level course that explores the relationships between learning technologies and teaching strategies. This course prepares educators to critically evaluate and implement emerging tools—especially AI—in ways that promote ethical use and learner agency.
 

In addition, I mentor graduate students serving as teachers of record. To best support them, I designed the Mathematics Teaching Practicum (MTH 5101), a course designed to foster reflective practice, build pedagogical confidence, and provide just-in-time guidance on classroom management, assessment, and instructional decision-making during their first semester of teaching.

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I also chair the university’s Teaching and Learning with Technology Committee (TLTC) and the Libraries and ITS Advisory Committee (LITSAC). Through these committees, I bring together administrators and faculty from across the academy to identify effective combinations of teaching methods and technology, share successful implementations, investigate new tools and capabilities, and maintain a campus focal point for the distribution of information to faculty about instructional technology. Over my years as chair of the TLTC, we have been instrumental in developing policies concerning technology professional development, online course quality standards, and generative artificial intelligence.

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Lastly, I lead professional development workshops on the pedagogy and practice of implementing technology in teaching and learning and serve on departmental committees. My work in instructional leadership supports Baylor’s goals for human-technology interface, faculty development, and responsible innovation.

Research and Scholarship
Building on my leadership in instructional design and technology integration, my research investigates how these innovations influence student outcomes, engagement, and instructional effectiveness in higher education. My scholarship focuses on learning analytics and technology-enhanced instruction, using mixed methods to evaluate interventions, uncover patterns in engagement, and support data-informed decision-making. My research has been presented nationally and contributes to the broader discourse on student success, student retention, and innovation in higher education. At the department level, my research directly resulted in the free open-educational resource (online textbook) for Math 1121: https://openbooks.library.baylor.edu/mth1121/, and a blueprint for online course delivery in the Mathematics department.
 

In the School of Education, I leveraged the results of my research to design LDT 5310 to facilitate critical conversations on algorithmic bias, data privacy, and the ethical use of AI. These contributions align with Baylor’s strategic commitments to broadening interdisciplinary research and impact and Christian stewardship.

Service and Community Engagement
Beyond my teaching and learning responsibilities, I actively contribute to both departmental and university service. Within the Mathematics Department, I serve on the Undergraduate Teaching Committee and the Mathematics Education Committee, and I frequently participate in Search Committees. At the university level, beyond the committees I chair, I have also been involved in the STEM Education Faculty Interest Group and served on several initiatives focused on teaching innovation and academic technology, including the AI & Ethics Initiative, the TLTC/LITSAC AI Task Force, Innovations in Teaching Committee, Academic Technology Task Force, Academic Technology Pilot Team, Designer Pilot Team, and the TLTC Professional Development Subcommittee. Outside of formal committee work, I enjoy participating in Baylor Roundtable’s Evening Bridge group and have served as the Academic Director of UIL at Baylor since 2018.
 

In my faith community at First Presbyterian Church, I am both an ordained Ruling Elder and Deacon. From 2016 to 2024, I taught an adult Sunday School class, and from 2014 to 2019 I co-chaired our Vacation Bible School each summer. I have been a member of the St. Cecilia Handbell Choir since 1999 and joined the church staff as its Director in 2019, a role I continue to hold. I also serve on the Youth Advisory Board and have been a standing adult sponsor for KidQuake (grades 1–6) since 2014, Junior High Jubilee since 2018, Senior High Youth Connection since 2021, and Presbyterian Youth Triennium.

Conclusion
Through a career marked by pedagogical excellence, curricular innovation, instructional leadership, and deep community engagement, I have consistently advanced Baylor’s mission and strategic priorities. My work reflects a holistic commitment to student flourishing, inclusive and ethical use of technology, and the transformative power of education. As I look toward my future, I bring a record of sustained impact, a forward-looking vision for teaching and learning, and a dedication to serving both the academy and broader community with integrity and purpose.

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