Academic Biography

I am an assistant professor in the biology department at Southern Nazarene University. I study the microbial ecology and physiology of bacteria involved in one-carbon cycling, with a focus on methylotrophs and methane-associated microbial communities in wetland ecosystems. My research examines how microbial interactions shape carbon processing and greenhouse gas flux, linking local ecosystem dynamics to broader questions in climate-relevant biogeochemistry through the lens of microbial interactions. I earned my PhD from the University of Oklahoma in 2024, where I studied under the supervision of geomicrobiologist/microbial ecologist Dr. Lee Krumholz.

Ongoing Projects

Taxonomic Revision of the Gordoniaceae Family
 
The isolation and characterization of microbial species from their natural environments remain among the most practical and important ways microbiologists study microbial biodiversity and ecology. As whole-genome sequencing becomes increasingly central to microbial taxonomy, there is a growing need to clarify species boundaries, resolve taxonomic inconsistencies, and support genome-informed bacterial systematics. 

One current project that my collaborators and I focus on is the genome-based taxonomic revision of the family Gordoniaceae. Phylogenomic analysis suggests that this family may contain more genera than previously recognized. As part of our effort to define appropriate genus-level boundaries within the family, we are proposing four new genera and clarifying multiple heterotypic synonyms. Further, we are proposing the addition of a Gordonia cucurbitae as a novel linage of the genus Gordonia.

This work will provide greater taxonomic clarity for Gordoniaceae and support the broader use of whole-genome relatedness indices in resolving prokaryotic taxonomic placement. 

C1 Cycling in Oklahoma Wetland Environments

Our lab studies the microbes that drive one-carbon (C1) cycling in Oklahoma wetlands because these organisms help determine whether wetlands store carbon or release it as greenhouse gases. Wetlands are important carbon-rich ecosystems, but they can also produce large amounts of methane. Microbes that consume methane and related C1 compounds help regulate how much of that carbon ultimately reaches the atmosphere, making them important players in climate-relevant carbon cycling.

We focus on isolating and characterizing methylotrophs and related bacteria from local wetland soils and sediments. These microbes do not act alone. They live in communities where cross-feeding and other metabolic interactions can shape how efficiently C1 compounds are processed. By building a collection of local strains from Oklahoma wetlands, we aim to understand how these microbial partnerships work and how they respond to environmental conditions.

This work matters because it connects local ecosystems to global climate questions. By studying C1-cycling microbes in Oklahoma wetlands, we are building the foundation for future research on methane mitigation, wetland resilience, and the microbial processes that influence greenhouse gas emissions. Even small, local wetlands can contribute to much bigger questions about how carbon moves through the environment in a changing world.

 Read my full research statement here.
 
 

Teaching Philosophy

As an educator, my goal is to cultivate an inclusive, intellectually stimulating environment where students feel empowered to think critically, ask questions, and take ownership of their learning. I believe teaching is not merely the transmission of knowledge, but a collaborative process of discovery that challenges both students and instructor to grow. 

I ground my teaching in three core principles: 

1. Active Engagement – I design courses that prioritize active learning, incorporating discussions, collaborative problem-solving, and real-world applications. I want students to see themselves not just as students, but as emerging scholars and practitioners.
2. Inclusivity and Equity – I strive to create a classroom environment where diverse perspectives are welcomed and valued. This means being mindful of accessibility, representation in course materials, and encouraging respectful dialogue.
3. Reflective Practice – Just as I ask students to reflect on their learning, I continually reflect on my own teaching. I welcome feedback, experiment with new pedagogical approaches, and remain committed to improving my practice.

Ultimately, I aim to help students develop the skills and confidence they need to succeed both in and beyond the classroom — as thinkers, communicators, and contributors to their communities. Further, I believe a primary role of a teacher is to provide the resources every student needs to succeed and, "never give them an excuse to fail". 
 
I have been the instructor of record for courses in General Microbiology, Microbial Ecology, Introductory Biology, Genetics Lab, Bioinformatics, and General Ecology.