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Assistant Professor of Practice in Health Promotion Sciences, Director of MEZCOPH Online Education, and Director of Family and Child Health Program

has been part of the University of ����ֱ�� since 2005, teaching courses on public health history, women and children’s health policy, and mental health. At the Mel and Enid Zuckerman College of Public Health, she enjoys continually learning through her work while sharing with students the importance of viewing health as the foundation for what individuals and communities can achieve. Her teaching and research are shaped by her early experiences working and volunteering in mental health facilities, where she became interested in preventing health problems and improving services.

Why did you choose to work in higher education/at the U of A?��

My spouse was recruited here from another university, and I had recently finished my doctoral degree in public health. Coming to work here at the�� at the University of ����ֱ�� was a great opportunity for me!

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What is your favorite part of your job?��

One, that I am learning all the time through my different roles and two, that I am able to share with students the public health perspective. Health is the foundation of all that we can accomplish individually and collectively.����

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What’s one thing you wish more students knew about your role? (E.g., “The job of an advisor is to…”)��

That faculty are approachable and are happy to talk about many topics – not just the class the student is taking!��

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What’s your best tip for receiving a high grade in your class?��

Do the reading, write a first draft early, and have the persistence for revisions!������

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If a student is struggling in class, what do you wish they would do?��

Communicate with me as soon as possible!��

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What’s one class, campus resource, or opportunity you think every student should take advantage of?

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If you could give every Wildcat one piece of advice for thriving in college, what would it be?��

To make time for reflection. It can take many forms such as journaling, recording voice memos, or meditating. A routine practice of reflecting on learning, relationships, and feelings can be helpful as students move through this big transition to college. I still have my college journals and look at them sometimes.��

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What excites you most about your current research or projects?��

The chance to spread knowledge about how much we, as a society, can do to improve people’s health if we have the resources and will to do so.��

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How did you first get interested in your field?��

I worked and volunteered in hospitals where people were working on mental health and substance abuse problems. I wondered how we could prevent these conditions from happening and how we could find effective treatments to reduce suffering. Prevention of health problems and evaluation of health services are a part of what public health workers do.������

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What’s one question you wish more students would ask you during office hours?����

Any questions are great because that is what we want students to do – to ask questions and be more comfortable with more complex responses.��

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What’s a small action students can take that makes a big difference in their learning?��

To become more aware of where and for how long they are placing their focus and attention. I keep a notebook on my desk and track focused work time in 15- or 30-minute increments by task – for example: class preparation, online work, program director work. I am often surprised by how long I��thought I worked on a task, and how long I��actually worked on a task. We are faced with more distraction than ever to manage! College is a critical place to get better at learning to manage yourself.�������� ��

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Students can be afraid of failing. Do you have advice for students who might be worried about trying something new?����

Epictetus said “If you want to improve, be content to be thought foolish and stupid….” I can’t top that!��

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What’s a skill you think every Wildcat should develop before they graduate?����

Discernment in what information they consume. A main purpose of the general education curriculum is helping learn tools for discernment, such as how to evaluate sources for accuracy and reliability.����

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What’s something meaningful you’ve learned from your students?����

To be careful about making assumptions about what students know or understand. I need to ask questions too!����

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When you’re not working, what do you like to do?

I like to spend time with my family and my dogs. I enjoy cooking, traveling, reading, and finding a good TV series or movie.

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What advice would you offer to a first-year Wildcat starting their journey here?��

To explore! Take a class in a topic that interests them. Explore the museums, go to a lecture or a performance. The U of A has amazing dance, theater, music and athletics. There is so much to offer all Wildcats!
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Ready to learn from inspiring faculty like this? Apply to the University of ����ֱ�� today!

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