Ph.D., Education, University of California, Los Angeles
M.A., Instructional Technology, California State University, Northridge
Single Subject Teaching Credential (Biology), California State University Northridge
B.S., Applied Health, Azusa Pacific University
Experience
Assistant Professor (August 2019 - present) College of Education, Division of Teacher Education California State University, Dominguez Hills
Engineering and the Arts (undergraduate) Secondary Methods – Science Secondary Methods – Computer Science Teaching Practicum Seminar Elementary Science Teaching Methods Science and Social Inquiry (Master’s in Curriculum and Instruction)
Executive Director (April 2022 – present) Academic Research and Evaluation Center (AREC) College of Education California State University, Dominguez Hills
Assessment Coordinator (August 2019 - present) College of Education California State University, Dominguez Hills
Postdoctoral Researcher (Sept 2015 - July 2019) Center X University of California, Los Angeles
Developing Teachers' Capacity to Promote Argumentation in Secondary Science Funded by National Science Foundation Supervisor: William A. Sandoval, Ph.D.
Inspiring Minds through a Professional Alliance of Community Teachers (IMPACT): An Urban Teacher Residency Program Funded by U.S. Department of Education Supervisor: Annamarie Francois, Ed.D.
Lecturer & Novice Teacher Faculty Advisor (July 2016 - July 2019) Teacher Education Program, Center X University of California, Los Angeles
Secondary Science Methods Curricular Decision Making Directed Field Experience Knowledge and Inquiry in the Classroom (MA thesis)
Research
My research focuses on teacher learning, both for elementary and secondary teachers broadly and also specifically with elementary and secondary science teachers. I approach this work from a critical learning sciences perspective that seeks to center the voices, work, and perspectives of scholars, teachers, and students from communities of color (i.e., ethnic studies). I have conducted both mixed methods and qualitative studies of classroom teaching that seek to promote rigorous science teaching and pursue issues of social justice and equity. Many of these studies tend to focus on supporting teachers to facilitate and promote productive classroom discourse that provides students with opportunities and agency to share about their histories, knowledge, and ideas about science phenomena.
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