Biography
Education and Training
Born in McAllen, Texas, I graduated from Donna High School in Donna, Texas. I earned a B.A. in Psychology with a minor in Philosophy in 2015 and went on to complete an M.S. in Psychology with a focus on Counseling in 2018. During my graduate studies, I completed over 300 hours of supervised counseling work at the Student Health & Wellness Center at Texas A&M University–Kingsville, providing counseling services to university students under the supervision of a Licensed Professional Counselor-Supervisor (LPC-S).
Early Teaching and Student Support Experience
In 2011, I began working as a Supplemental Instructor for Introductory Psychology and General Survey of Psychology courses. In this role, I held weekly study sessions designed to reinforce lecture material and support student learning. I served in this capacity until the fall of 2015, when I was promoted to Graduate Assistant for the Center for Student Success. Due to grant funding limitations, I assumed additional responsibilities for the scheduling, evaluation, and overall administration of the Supplemental Instruction Program at Texas A&M University–Kingsville.
After a year in that position, I joined the Psychology Department as an Adjunct Lecturer, teaching both on-campus and dual-enrollment courses while simultaneously completing my graduate studies and practicum counseling hours. These combined experiences—spanning teaching, student support, program coordination, applied ethics, and counseling—have profoundly shaped my professional approach and strengthened my abilities as an educator and practitioner.
University-Level Teaching and Professional Growth
This foundation helped me appreciate and aspire to high professional standards as an educator. When I was offered a position as a Lecturer at Texas State University in the fall of 2019, I eagerly embraced the opportunity to expand my experience. The first semester presented a learning curve with larger class sizes, but I quickly adapted my teaching approach.
When the COVID-19 pandemic reached the area in early 2020, I once again needed to adjust—transitioning PSY 1300, PSY 3300, and PSY 3315 to online formats with significantly larger enrollments. This experience underscored the importance of high-quality technology and intentional course design in creating effective online learning environments.
Teaching Philosophy and Ongoing Development
Since returning to in-person instruction, I have continued to maintain a spirit of adaptability, approaching each semester as an opportunity to refine my methods and improve upon previous successes. This mindset allows me to make incremental changes that help students feel supported and ensure that I provide the best educational experience possible, while remaining flexible and open to growth. Because each semester brings a new generation of students with distinct experiences and perspectives, I have found that ongoing adjustment is the most effective way to align my teaching with both student needs and the evolving landscape of higher education.
Born in McAllen, Texas, I graduated from Donna High School in Donna, Texas. I earned a B.A. in Psychology with a minor in Philosophy in 2015 and went on to complete an M.S. in Psychology with a focus on Counseling in 2018. During my graduate studies, I completed over 300 hours of supervised counseling work at the Student Health & Wellness Center at Texas A&M University–Kingsville, providing counseling services to university students under the supervision of a Licensed Professional Counselor-Supervisor (LPC-S).
Early Teaching and Student Support Experience
In 2011, I began working as a Supplemental Instructor for Introductory Psychology and General Survey of Psychology courses. In this role, I held weekly study sessions designed to reinforce lecture material and support student learning. I served in this capacity until the fall of 2015, when I was promoted to Graduate Assistant for the Center for Student Success. Due to grant funding limitations, I assumed additional responsibilities for the scheduling, evaluation, and overall administration of the Supplemental Instruction Program at Texas A&M University–Kingsville.
After a year in that position, I joined the Psychology Department as an Adjunct Lecturer, teaching both on-campus and dual-enrollment courses while simultaneously completing my graduate studies and practicum counseling hours. These combined experiences—spanning teaching, student support, program coordination, applied ethics, and counseling—have profoundly shaped my professional approach and strengthened my abilities as an educator and practitioner.
University-Level Teaching and Professional Growth
This foundation helped me appreciate and aspire to high professional standards as an educator. When I was offered a position as a Lecturer at Texas State University in the fall of 2019, I eagerly embraced the opportunity to expand my experience. The first semester presented a learning curve with larger class sizes, but I quickly adapted my teaching approach.
When the COVID-19 pandemic reached the area in early 2020, I once again needed to adjust—transitioning PSY 1300, PSY 3300, and PSY 3315 to online formats with significantly larger enrollments. This experience underscored the importance of high-quality technology and intentional course design in creating effective online learning environments.
Teaching Philosophy and Ongoing Development
Since returning to in-person instruction, I have continued to maintain a spirit of adaptability, approaching each semester as an opportunity to refine my methods and improve upon previous successes. This mindset allows me to make incremental changes that help students feel supported and ensure that I provide the best educational experience possible, while remaining flexible and open to growth. Because each semester brings a new generation of students with distinct experiences and perspectives, I have found that ongoing adjustment is the most effective way to align my teaching with both student needs and the evolving landscape of higher education.
Research Interests
My personal research interests include the validation of my own instrument, The Ethical Decision-Making Questionnaire, which is designed to evaluate potential decisions across multiple dimensions, including parsimony, legality, practicality, posterity, and morality (defined as minimizing unnecessary suffering).
I also work with the PRISM Lab (Prevention and Research in Suicide Mechanisms) at Texas State University under the supervision of Dr. Megan L. Rogers. Through this collaboration, I have expanded my experience with diverse statistical methods and scholarly publication. My participation has led to increased conference involvement, including several poster presentations. I currently have a manuscript in progress as primary author and contribute as a co-author on multiple additional projects. Membership in this lab has been invaluable to my professional and research development.
I also work with the PRISM Lab (Prevention and Research in Suicide Mechanisms) at Texas State University under the supervision of Dr. Megan L. Rogers. Through this collaboration, I have expanded my experience with diverse statistical methods and scholarly publication. My participation has led to increased conference involvement, including several poster presentations. I currently have a manuscript in progress as primary author and contribute as a co-author on multiple additional projects. Membership in this lab has been invaluable to my professional and research development.
Teaching Interests
I believe it is vital to teach Introduction to Psychology in an approachable yet scientifically rigorous manner. My goal is to draw upon the natural curiosity we all share as humans and demonstrate how the scientific method allows us to distinguish reality from illusion. I strive to help students set high professional standards for themselves—encouraging them to move beyond mere interest in the subject and begin building the foundation necessary to become competent and ethical professionals.
This emphasis on critical thinking extends into Psychopathology, where classification is a central focus. Developing this foundation encourages students to examine their own biases and misconceptions while understanding the gravity of their future responsibilities as mental health practitioners. I aim to cultivate in them an awareness of how profoundly their work can affect the lives of others.
In teaching History and Theory, my objective is to help students recognize the cyclical nature of psychological thought and the importance of drawing on historical context to inform future practice. Beyond mastering theoretical frameworks, I encourage students to explore the intellectual traditions behind each perspective, fostering the critical thinking skills necessary for independent and reflective professional practice.
This emphasis on critical thinking extends into Psychopathology, where classification is a central focus. Developing this foundation encourages students to examine their own biases and misconceptions while understanding the gravity of their future responsibilities as mental health practitioners. I aim to cultivate in them an awareness of how profoundly their work can affect the lives of others.
In teaching History and Theory, my objective is to help students recognize the cyclical nature of psychological thought and the importance of drawing on historical context to inform future practice. Beyond mastering theoretical frameworks, I encourage students to explore the intellectual traditions behind each perspective, fostering the critical thinking skills necessary for independent and reflective professional practice.