I am interested in understanding family care, particularly for families in later life. As a qualitative researcher, I focus on how sociocultural ideas and practices surrounding care shape caregivers' identities and relationships, and how caregivers creatively use sociocultural ideas to construct purposeful lives. I have studied adult sibling, mother-daughter, mother-child with autism, and grandmother-grandchild caregiving ties.
I have designed and facilitated 19 unique, upper-level undergraduate or graduate courses—in face-to-face, online, and soon-to-be hybrid formats. I think of myself as a humble practitioner of critical pedagogy. I work to develop students’ intellectual and emotional capacities to be critical agents, who transform knowledge into action that is responsive to moral, social and political problems. My teaching philosophy rests on the premise that students and teachers are collaborative partners in the classroom. In order to support undergraduate students in their struggle to define who they are and how they will relate to others, professionally and personally, I focus on high impact teaching pedagogy; social justice, equity & inclusion; and excellence in online teaching. I was awarded the College of Public Health and Human Sciences Excellence in Teaching and Mentoring Award in 2018. I serve as the Faculty Advisor for the HDFS Student Club and was nominated by my club members for the Sponsored Student Organization Advisor of the Year Award for the 2017-2018 academic year.