Statement of Community Engagement

I inspire innovation mindsets in underrepresented adolescents with entrepreneurship education as the Director of the Each One Teach One Entrepreneurship Institute at Coastal Carolina University. Prioritizing STEM programming, the organization enhances entrepreneurial acumen, financial literacy, leadership abilities, life skills, and technological expertise in high school students across Horry County. As the Director, I balance its budget, create curriculum, foster fundraising, manage marketing, prepare partnerships, and supervise student scholars. I also regularly donates platelets and whole blood.

Statement of Diversity Contribution

Visible or invisible, “we all have different ways of saying to the world who we are,” as Fred Rogers revealed. Accepting uniqueness is the surest way to create oneness. Importantly, whereas diversity acknowledges difference, tolerance requires respect and rights for everyone.

Endorsing the different dimensions of diversity, I combine learning with laughter to create a classroom community that appreciates individuality. With empathy as my anchor, I suggest students evolve in their own rhyme and time. To quote Max de Pree, “we need to give each other the space to grow, to be ourselves, to exercise our diversity.” As an expat in the United Arab Emirates, I taught Sheikhs alongside students on scholarships. I see people for their potential, not their pedigree.

When in the workplace, I establish my individual identity while connecting with colleagues from different colleges and countries. Knowing the person behind the profession is paramount. I seek to strengthen equity efforts on campus and in the larger community of which it is a part

While introspecting about incidents of inclusion or exclusion, it’s powerful to ponder the perception proposed by Octavius Black that “I’m not different from you, I’m different like you.”

Statement of Student Success 

Success has many meanings, but in scholarly settings the sentiment is about students. The saying “success isn’t just about what you accomplish in your life; it’s about what you inspire others to do,” defines this dynamic. A journey of generative learning liberates learners to achieve their ambitions. Learning generatively integrates existing knowledge with emerging ideas, producing more personalized perception. This encourages individuals to actively engage rather than passively listen.

Realizing relevancy is essential to discovery, I customize curriculum while avoiding assignments requiring repetition. Dedicated to the differentiated needs of my students, I customize curriculum and flip my classes to catalyze creativity. Partnering my students to present course concepts, I frequently foster lively discussions that bridge the gap between theory and practice. Modern minded, I leverage technology to increase engagement, manage knowledge, and maximize learning.

Believing education should create community, not competition, students should compete with themselves and not each other. Whenever possible I shift the style and substance of my instructional strategy to accommodate levels of learning. Involved in student activities, I served as a student club advisor, judge in an undergraduate research competition, and panel member in a business pitch competition. As relevant research opportunities arise, I identify opportunities for students to get involved.

Committed to the creative confidence of my students, I reveal the relevance of Albert Einstein’s belief that “a person who never made a mistake never tried anything new.” Unfortunately — or perhaps fortunately — failure is a fact of life. Constraints are inevitable, but just because something is hard doesn’t mean it’s impossible.

Statement of Teaching Innovation

Motivated to “learn continuously and live generatively” I embrace education because it empowers me to shape the lives of others while giving my life greater meaning. Internalizing Søren Kierkegaard’s idea that “to be a teacher in the right sense is to be a learner,” I join with my students on a journey of generative learning. Sensitive to the unique experiences, challenges, and learning styles of adult learners, I assign projects relevant to their personal and professional perspectives. Believing education should create community, not competition, I combine learning with laughter to construct a collaborative classroom. Interdisciplinary, I welcome varied viewpoints and encourage my students to own their education.

Statement of Teaching Interests

I teach undergraduate, graduate, and professional development students in person, via blended learning, and online. A lifelong learner who entered academia after a decade in industry, I integrate my experience managing people, products, and projects into the in person, blended learning, and online courses I teach. Bridging the gap between theory and practice I involve students in my research and integrate my findings into curriculum. My teaching interests include:

• Consumer Behavior
• International Business
• Personal Selling
• Principles of Marketing
• Social Media Marketing

Statement of Teaching Philosophy

Embracing Søren Kierkegaard’s concept “to be a teacher in the right sense is to be a learner,” I join my students on a journey of generative learning. Learning generatively integrates existing knowledge with emerging ideas, producing more personalized perception. This encourages individuals to actively engage rather than passively listen. It is for this reason that I am motivated by my motto “learn continuously, live generatively.”

Identifying with Mark Van Doren’s idea “the art of teaching is the art of assisting discovery,” I apply information from intellectual investigations to inspire innovation among others. Committed to the creative confidence of students in my care, I combine learning with laughter to construct a cohesive learning community. Realizing relevancy is essential to discovery, I customize curriculum while avoiding assignments requiring repetition. Modern minded, I leverage technology to increase engagement, manage knowledge, and maximize learning.

Interdisciplinary by nature, I teach undergraduate and graduate courses in communication, management, and marketing for delivery in person, via blended learning, and online. While each discipline is distinct, I interweave their areas of intersection with humanity, technology and industry. Challenging my students to think critically, I encourage them to share knowledge for mutual benefit; all of us succeeds when one of us succeeds.

While it can be as challenging as it is rewarding, when asked why teaching is my tenure I explain, “education empowers me to influence individuals and impact organizations while improving myself in the process.”