Teaching

Teaching Philosophy

My teaching is grounded in rigorous reasoning, theoretical integration, and methodological precision. I train students to think like investigators—interrogating assumptions, evaluating evidence, and translating conceptual frameworks into disciplined inquiry.

Across courses in philosophy and nursing science, I emphasize:

• Theory-driven reasoning and research design

• Quantitative literacy and analytic thinking

• Conceptual model development

• Scholarly writing for publication

I approach teaching as the formation of disciplined thinkers capable of advancing knowledge, not simply applying it. Whether in clinical science or philosophical inquiry, the goal is the same: clarity of thought, precision of argument, and intellectual accountability.

Instructional Experience

Chamberlain University — Visiting Professor (Philosophy Department)
Beginning May 2026

• Teach Critical Reasoning with emphasis on argument analysis, logic, and applied ethical thinking in healthcare contexts

• Develop students’ ability to evaluate claims, construct arguments, and engage complex moral and clinical questions

Florida State University — College of Nursing
Teaching and Research Assistant

• Supported graduate instruction in research methods and evidence-based practice

• Mentored students in scientific writing and critical appraisal of quantitative literature

• Contributed to grading and feedback on advanced research assignments

Doctoral Training & Research Integration

As a PhD Candidate in Nursing Science at Florida State University College of Nursing, my work centers on psychosocial mechanisms in cardiovascular disease, with emphasis on coping and social support as mediators and moderators of anxiety, perceived stress, sleep disturbance, and quality of life.

My teaching is directly informed by this research program. I bring into the classroom:

• Advanced training in statistics and quantitative modeling

• Experience with theory-driven, cross-sectional research design

• A focus on linking conceptual frameworks to empirical testing

This integration ensures that students are not only learning content, but learning how knowledge is produced, tested, and refined.

Teaching Interests

I have a strong interest in contributing to teaching-intensive, balanced faculty roles following the completion of the PhD, while maintaining an active research progra.

I am prepared to teach across undergraduate, master’s, and doctoral levels in:

Nursing and Health Science

• Cardiovascular and Chronic Illness Science

• Symptom Science and Psychophysiology

• Behavioral Health in Nursing

• Research Design and Quantitative Methods

• Theory Development in Nursing Science

Philosophy and Ethics

• Bioethics and Healthcare Ethics

• Critical Reasoning and Logic

• Philosophy of Science and Medicine

Theology and Psychospiritual Inquiry

• Spirituality and Health

• Suffering, Meaning, and Illness

• Theological Foundations of Care

Teaching Trajectory

My long-term goal is to contribute as a faculty member who integrates rigorous research with high-impact teaching. I am particularly interested in roles that value both the development of scientific scholarship and the formation of students as precise, critical, and ethically grounded thinkers.