Certified to teach Project Lead the Way’s (PLTW) Introduction to Engineering Design, Civil Engineering and Architecture, Principles of Engineering, and Engineering Design and Development. In 2023, Goddard High School was named the only PLTW Distinguished High School program in the state of Kansas.-In four years, engineering program enrollment increased over 150%-- from 48 students, 7 females in the 2017-2018 academic year to 125 students, 19 females in the 2021-2022 school year.-Placed as National Finalists in Samsung Solve for Tomorrow design competition two years in a row—winning our school $100,000 in classroom technology and supplies. -Increased advanced manufacturing opportunities for students by adding five 3D printers and a laser cutter for rapid prototyping. -Created a “Fab Lab” with essential equipment such as bandsaws, scroll saws, chop saw, drill presses, drills, table saw, and belt sander to bring student projects to life.

Taught four sections of Algebra I to freshmen through junior students.- Introduced, designed, and implemented the blended learning model at Goddard High School using my previous experience in a flipped classroom at Goddard Middle School.- Integrated instructional technology such as Delta Math, Desmos, and EdPuzzle to differentiate instruction and address needs of all learners.- Utilized cooperative learning strategies to empower students to take ownership in their learning journey and provide tools to facilitate concept mastery.

Dual credit instructor for high school students enrolled in Project Lead the Way's Introduction to Engineering Design and Engineering Design and Development.

- Extensively trained by the Kansas Mentor and Induction Center to support teachers in their first and second year of the profession.- Provided individualized support for mentee teachers based on objective data collected from classroom observations.- Targeted support for new teachers in the areas of instructional design, classroom management, project-based learning, assessment analysis, and differentiated instruction.- Built beginning teacher confidence and efficacy by providing specific supportand fostering reflective practice.- Assisted in designing and implementing professional development at the building, district, and state-wide level.- Coached newly trained mentors in the observation cycle and supported themthrough their first year as a mentor.- Worked with teachers to increase familiarity with and utilization of available instructional resources and technology.

Designed and implemented rigorous, standards-based curricula for 7th grade math, Pre-Algebra, Pride Time, and Math Lab. Served as Multi-Tiered System of Support (MTSS) Math Chair for six years.-Created and implemented engaging, standards-based lessons with a focus on collaboration, critical thinking, and the use of technology as a resource and a means of sharing information.- Introduced, designed, and implemented the Flipped Classroom learning model to Goddard Middle School.- Collaborated with other teachers to help them implement technology meaningfully into their lessons.- Cultivated a warm classroom environment with emphasis on the importance of having a growth mindset.- Trained and mentored two exceptional student teachers who have now been hired by area school districts. One was named a Kansas Horizon award winner for excellence in her first year of teaching.

I tutored college aged students in vocabulary development, reading comprehension, study skills and college algebra. I also helped a gifted student advance himself through middle school math by preparing him for pre-algebra, algebra and building his confidence in mathematics at a young age.

I coordinated the field placements (Early Field, Block A, Block B, Block C and Student teaching) for all elementary education teacher candidates. In Manhattan, we have 12 professional development schools through which we place our elementary education majors for their various field experiences to ensure a rich, and educational exposure to the classroom. My job entailed gathering placement information from the school's Clinical Instructor, obtaining student placement requests and, finally, making an ideal match between student and teacher for the best field experience.

I worked for Summer at Barstow for three summers and loved my experiences. For the first summer, I was a Teacher's Assistant in various classrooms including: 5th Grade Readiness, a preparatory class for 5th grade math and reading, where I designed and implemented math lessons; Science Wild, a class focusing on fun science experiments for 1st through 3rd graders; and Math Funatics, a class showing 1st through 6th graders the fun side of mathematics. The second summer was my first summer teaching classes in addition to my Teacher's Assistant duties. Classes I taught that summer included: Math Puzzlers, demonstrating the intriguing side of mathematics by spotlighting on its omnipresence; MathFunatics for 4th-6th graders, focusing on mathematics learning through games and applications; and aiding in 7th/8th Grade Readiness Math. This past summer I taught the entire session... and what an incredible experience! Not only was I able to teach previously taught classes in order to enhance them, but I was also able to incorporate completely new class concepts! Some of the classes I led were: MathFunatics for 4th-6th graders, exploring mathematics through games, strategy builders and projects; Math Puzzler for 4th-6th graders, investigating and building popular puzzles, such as the SOMA cube, while exploring math in our environment; Extraordinary Engineering for 4th-6th graders, examining the basic principles of engineering through hands-on design projects, experiments and class discussion-- my husband (a civil engineer) even visited the class to talk about the real life of an engineer and led a class activity; and Readiness 7/8 Math, a preparatory class that enhanced algebra skills by examining patterns, functions, solving equations and graphing through a technology infused classroom experience.

I held several officer positions during my active years in Alpha Delta Pi. Sophomore year, I was appointed as scholarship chair focusing on maintaining, enhancing and supporting our academic success within the sorority and on campus. During my tenure, Alpha Delta Pi had achieved first in grades (based on a cumulative house GPA) for the 7th and 8th consecutive semesters. Junior year, I was appointed as our sororities Alumnae Relations Chair to rebuild our relations program. During my year as officer, I created an Alumnae Listserve, designed a newsletter and proposed a donation program to enhance our Alumnae givings. I also actively participated on our Chapter's Bylaws Revision Committee, revising our Live-In member policy in order to maintain our chapter's financial growth and integrity.