In the classroom.

I believe strongly in building genuine connections with students to foster trust and engagement, and in tailoring instruction to their career goals and developmental stage.

I have taught a wide range of courses at UGA and UTEP, and over time have developed a strong passion for integrating analytics and technology into the classroom — letting students work with real data to answer broad questions. My experience prepares me to teach in management accounting, financial accounting, and data analytics, both in person and online.

Data analytics in accounting (ACCT 5391)

I particularly enjoy applying data analytics in an interactive classroom. In my graduate data analytics course, students work in Alteryx and move through cases in internal controls, tax, and fraud to build the analytics mindset the profession now demands. Rather than learning tools in the abstract, they use real data to answer the kinds of questions they will face in practice — and many earn an IMA data analytics micro-credential along the way. In Spring 2026, students voted to recognize the course with a Student Appreciation Award.

The MAcc capstone

In the master's capstone, students apply technical knowledge to real-world challenges — diving into regulatory rules, detecting fraud, and using AI to solve workplace problems. I've used an IMA Case as the final project for several years to integrate data analytics and simulate consulting work; members of our advisory council join the final presentation and are consistently impressed by the depth of student analysis. In recognition of this work, I received the MAcc Teaching Excellence Award in 2022.

MBA management accounting

In my MBA management accounting course, I acknowledge that many students do not intend to become accountants. I begin by highlighting how accounting knowledge empowers professionals across all fields. My goal is to prepare them to be informed users of financial statements and thoughtful collaborators with finance and accounting teams. I draw on my own experience — internal auditing, advisory work in personal security, securing government contracts, and even a stint managing in the food industry — to make decision-making concrete. I integrate data analytics through in-class cases, and several students have earned IMA data analytics micro-credentials through the course. This spring I built AI-assisted, interactive study materials for the course, which coincided with a twelve-percentage-point increase in exam scores.

Generative AI in the classroom

I see generative AI as both the greatest challenge and the greatest opportunity for our profession in decades. It will reshape how we work and how we teach, and we have a responsibility to train students to be strategic users of these tools — not passive consumers and not avoiders. To stay current, I completed the executive education program Artificial Intelligence: Implications for Business Strategy at MIT Sloan. Continuous learning is the only way to prepare students to use every technology to their advantage rather than be replaced by it.

Inclusive excellence at UTEP

At UTEP, I've been privileged to teach non-traditional, first-generation, and multilingual students. The experience has deepened my commitment to inclusive excellence and responsive pedagogy — meeting students where they are, understanding their aspirations, strengths, and challenges, and adapting my approach so they can do their best work.