I build the tools that teach critical care.

Live patient simulation for the classroom.

One instructor console drives patient cases, a ventilator waveform trainer, lecture decks and live polls that students answer on their own phones. A physiology engine moves the monitor as orders are given, and every answer feeds reports by NBRC content area and course outcome.

Oxygen Journey

Follow a breath from the air to the cell, in 3D.

Respiratory Lab

Interactive oxygen, humidity and aerosol modules.

Students change the device, the flow or the particle size and see the result: aerosol travelling to the lungs, where particles deposit, how bland aerosol reaches a trach collar, how a Venturi mask entrains room air, and how the oxyhemoglobin curve shifts.

Master of Science, Rehabilitation Counseling

Virginia Commonwealth University

Associate in Applied Science, Respiratory Care

High Honors

Bachelor of Arts, Communication, Media and Theatre

Northeastern Illinois University

Teaching approach

• Constructivism
• Experiential learning
• Scaffolding
• Humanistic

I am a respiratory care educator, registered respiratory therapist, and licensed professional counselor with a professional background spanning clinical practice, healthcare education, and student development. I currently serve as tenure-track faculty in the Respiratory Care Program at Malcolm X College, where I also began my own respiratory care education. Returning to the institution that helped shape my professional journey has given me the opportunity to contribute to the development of the next generation of respiratory care practitioners.

My educational background includes a Master of Science in Rehabilitation Counseling, along with professional credentials in respiratory care and neonatal/pediatric respiratory specialty practice. My experience in clinical respiratory care, professional training, and competency development informs how I approach teaching. I recognize that preparing students for clinical practice requires more than delivering technical information. It requires helping them develop clinical judgment, professional accountability, adaptability, and the confidence to make safe, evidence-based decisions.

My teaching philosophy draws on constructivism, experiential learning, and Vygotsky's principles of scaffolding. I believe students learn most effectively when they actively engage with information, connect theory to practice, collaborate with others, and receive purposeful feedback. In my classroom, laboratory, and clinical instruction, I incorporate patient-centered case studies, simulation, hands-on demonstrations, structured clinical reasoning exercises, and competency-based assessments.

I have a particular interest in instructional design, educational technology, and the meaningful use of assessment data. I develop interactive learning resources, browser-based clinical simulations, and digital educational tools that create opportunities for students to apply their knowledge in realistic clinical situations. My Beyond the Grade initiative reflects my commitment to using assessment evidence to identify learning gaps, refine instruction, and help students take a more active role in understanding their academic progress.

My background in counseling also shapes my approach to education. I value the relationship between student well-being, motivation, self-efficacy, and academic success. I strive to create an environment in which students are supported, challenged, and held to meaningful professional standards. Beyond the classroom, I contribute to institutional initiatives involving faculty onboarding, wellness, and professional development.

Ultimately, my goal as an educator is to prepare respiratory care practitioners who can do more than perform procedures or recall information. I want students to understand the reasoning behind their decisions, recognize when their approach needs to change, and enter clinical practice equipped to provide safe, thoughtful, and compassionate patient care.