As an academic instructor
My goals as an instructor are to challenge students to be active learners and critical thinkers. I endeavor to hold students to a high standard of learning as I strive to make class assignments interesting, enjoyable and doable. In this regard, I try to show the relevance between course topics and students’ own professional goals and personal interests, as well as to society in general. I attempt to check and refine students’ understanding of course material by asking pertinent questions to ascertain what areas they have mastered and where they may need additional instruction; and have written a customized textbook: Development and Physiology-The Biology of You (Cognella Publishing). I strive to ensure that students are well prepared for either the next level of course work or for the professional duties that await them.
I am actively involved in research pertaining to university level academics and am currently conducting research on learning retention. Prior to joining the Biology Department, my research centered on the mouse Engrailed-2 gene. This homeobox gene was initially recognized for its importance in mid/hindbrain development and later was found be associated with autism spectrum disorder (ASD). Much of my early research explored the role of Engrailed-2 in cerebellar development, patterning and compartmentation. I later focused on investigating neuronal deficits in the amygdala, as well as disruptions in neuronal projection patterns in the cerebellum of the En2 knock-out mouse, and how abnormalities such as these might relate to autism. My professional writing includes publications in The Journal of Neuroscience, Genetics, Behavioral Brain Research, and The Annual Review of Neuroscience.
Millis Science Center, Room 508