Texas A&M University

Adjunct Assistant Professor

Online instructor in the Graduate HRD program.

Online Course Taught:
EHRD642 Program Development in Adult Education

Texas A&M University

Visiting Adjunct Professor

Onsite student instructor for HRD undergraduate program.

Course Designed and Taught:
FHRD303 Foundations of Human Resource Development

Texas A&M University - Central Texas

Assistant Professor of Human Resource Management

Course designer and instructor in the graduate and undergraduate HRM programs.

Courses Designed and Taught:
MGMT4304 Recruiting, Selection, and Placement (online and face-to-face)
HRM5314 Workforce Planning and Employment (online and face-to-face)
HRM5303 Management of Human Resource Development (online)
MGMT3302 Personnel/Human Resource Management (online & face-to-face)
GBK3301 Business Communication and Research

UMUC-Europe

Adjunct Faculty, Human Resource Management Program

Online course designer and instructor for HRMN undergraduate program.

Courses Designed and Taught:
HRMN400 HR Issues and Problems (online)
HRMN300 Foundations of Human Resource Management (online & hybrid)
HRMN395 The Total Rewards Approach to Compensation Management (online)
HRMN302 Organizational Communication (online)

Life stories: Cascading impacts of youth homelessness on job mobility to post-compulsory education.

The International Journal of Learning: Annual Review

Forthcoming.

Life stories: Cascading impacts of youth homelessness on job mobility to post-compulsory education.

The International Journal of Learning: Annual Review

Forthcoming.

A cross case study: Comparing the impact of technology-nested strategies and instructor presence on active learning experiences between virtual and face-to-face modalities.

Ubiquitous Learning: An International Journal

Active learning and cocreation of knowledge have been extensively researched in the face-to-face environment; however, few studies have investigated the impact of active learning, cocreation of knowledge, and instructor presence on students’ perceptions of learning experiences in the virtual environment. The purpose of this study is to extend literature on the Active Learning for Knowledge Construction theoretical model. This study identifies and analyzes undergraduate students’ experiences that inform their perceptions of equivalent experiences in the virtual environment as compared to the face-to-face environment. This research study encompasses two sections of a course, one delivered face-to-face and one delivered virtually. Therefore, a cross-case study methodology was used to understand and compare students’ experiences between course sections. This study found that video instruction and use of mobile devices created equivalent learning experiences. However, exploration through technology and mobile devices was valued differently by students between modalities. Further, face-to-face students most valued student-to-student and student-to-instructor interactions, while virtual students most valued student-to-content and student-to-instructor interactions. Finally, suggestions to improve virtual course designs implementing active learning and recommendations for future research are provided.

Life stories: Cascading impacts of youth homelessness on job mobility to post-compulsory education.

The International Journal of Learning: Annual Review

Forthcoming.

A cross case study: Comparing the impact of technology-nested strategies and instructor presence on active learning experiences between virtual and face-to-face modalities.

Ubiquitous Learning: An International Journal

Active learning and cocreation of knowledge have been extensively researched in the face-to-face environment; however, few studies have investigated the impact of active learning, cocreation of knowledge, and instructor presence on students’ perceptions of learning experiences in the virtual environment. The purpose of this study is to extend literature on the Active Learning for Knowledge Construction theoretical model. This study identifies and analyzes undergraduate students’ experiences that inform their perceptions of equivalent experiences in the virtual environment as compared to the face-to-face environment. This research study encompasses two sections of a course, one delivered face-to-face and one delivered virtually. Therefore, a cross-case study methodology was used to understand and compare students’ experiences between course sections. This study found that video instruction and use of mobile devices created equivalent learning experiences. However, exploration through technology and mobile devices was valued differently by students between modalities. Further, face-to-face students most valued student-to-student and student-to-instructor interactions, while virtual students most valued student-to-content and student-to-instructor interactions. Finally, suggestions to improve virtual course designs implementing active learning and recommendations for future research are provided.

Single welfare-reliant student mothers’ identity development.

The International Journal of Learner Diversity and Identity, 20(3), 57-66.

Single welfare-reliant mothers are a unique disadvantaged student population that requires investigation to inform practices that enable their persistence in post-secondary education. The purpose of this qualitative study was to describe single welfare-reliant mothers’ identity development experiences that impacted career choice and decisions to access and persist in post-secondary education as sole providers. This study answered the question, what was the essence of six single welfare-reliant mothers’ experiences in their life course from poverty to post-secondary education that influenced their perspectives as learners? This study utilized a phenomenological methodology supported by a developmental life course framework and women’s identity development theory. The major findings identified (a) children as primary anchors, (b) exploration and commitment of possible future identities in identity development, and (c) identity markers that contributed to persistence in post-secondary education and career goals.

Life stories: Cascading impacts of youth homelessness on job mobility to post-compulsory education.

The International Journal of Learning: Annual Review

Forthcoming.

A cross case study: Comparing the impact of technology-nested strategies and instructor presence on active learning experiences between virtual and face-to-face modalities.

Ubiquitous Learning: An International Journal

Active learning and cocreation of knowledge have been extensively researched in the face-to-face environment; however, few studies have investigated the impact of active learning, cocreation of knowledge, and instructor presence on students’ perceptions of learning experiences in the virtual environment. The purpose of this study is to extend literature on the Active Learning for Knowledge Construction theoretical model. This study identifies and analyzes undergraduate students’ experiences that inform their perceptions of equivalent experiences in the virtual environment as compared to the face-to-face environment. This research study encompasses two sections of a course, one delivered face-to-face and one delivered virtually. Therefore, a cross-case study methodology was used to understand and compare students’ experiences between course sections. This study found that video instruction and use of mobile devices created equivalent learning experiences. However, exploration through technology and mobile devices was valued differently by students between modalities. Further, face-to-face students most valued student-to-student and student-to-instructor interactions, while virtual students most valued student-to-content and student-to-instructor interactions. Finally, suggestions to improve virtual course designs implementing active learning and recommendations for future research are provided.

Single welfare-reliant student mothers’ identity development.

The International Journal of Learner Diversity and Identity, 20(3), 57-66.

Single welfare-reliant mothers are a unique disadvantaged student population that requires investigation to inform practices that enable their persistence in post-secondary education. The purpose of this qualitative study was to describe single welfare-reliant mothers’ identity development experiences that impacted career choice and decisions to access and persist in post-secondary education as sole providers. This study answered the question, what was the essence of six single welfare-reliant mothers’ experiences in their life course from poverty to post-secondary education that influenced their perspectives as learners? This study utilized a phenomenological methodology supported by a developmental life course framework and women’s identity development theory. The major findings identified (a) children as primary anchors, (b) exploration and commitment of possible future identities in identity development, and (c) identity markers that contributed to persistence in post-secondary education and career goals.

The impact and salience of low-income single mothers’ identities and roles on post-compulsory education persistence decisions.

The International Journal of Adult, Community, and Professional Learning.

The purpose of this phenomenological study was to investigate six low-income single (LIS) mothers’ educational experiences. This study used the social role theory as a framework to describe the impact of children and family obligations on the decision to persist in post-compulsory education. The study found that anticipated degree utility, subsequent to LIS mothers’ identities as sole providers, had the strongest influence on career commitment decisions and persistence toward degree completion. This finding was directly related to children and contrasts with previous research indicating that non-traditional students with financial hardships and low academic performance typically stop or drop out. These results distinguish the uniqueness of LIS mothers’ experiences as an important element in evaluating the direct and indirect influencers on their career commitment and decisions to persist in post-compulsory education. Because LIS mothers are a disadvantaged subset of the labor market whose educational declines are growing, the importance of this topic will only increase with the strides to increase completion rates for such disadvantaged groups in the labor market.

Life stories: Cascading impacts of youth homelessness on job mobility to post-compulsory education.

The International Journal of Learning: Annual Review

Forthcoming.

A cross case study: Comparing the impact of technology-nested strategies and instructor presence on active learning experiences between virtual and face-to-face modalities.

Ubiquitous Learning: An International Journal

Active learning and cocreation of knowledge have been extensively researched in the face-to-face environment; however, few studies have investigated the impact of active learning, cocreation of knowledge, and instructor presence on students’ perceptions of learning experiences in the virtual environment. The purpose of this study is to extend literature on the Active Learning for Knowledge Construction theoretical model. This study identifies and analyzes undergraduate students’ experiences that inform their perceptions of equivalent experiences in the virtual environment as compared to the face-to-face environment. This research study encompasses two sections of a course, one delivered face-to-face and one delivered virtually. Therefore, a cross-case study methodology was used to understand and compare students’ experiences between course sections. This study found that video instruction and use of mobile devices created equivalent learning experiences. However, exploration through technology and mobile devices was valued differently by students between modalities. Further, face-to-face students most valued student-to-student and student-to-instructor interactions, while virtual students most valued student-to-content and student-to-instructor interactions. Finally, suggestions to improve virtual course designs implementing active learning and recommendations for future research are provided.

Single welfare-reliant student mothers’ identity development.

The International Journal of Learner Diversity and Identity, 20(3), 57-66.

Single welfare-reliant mothers are a unique disadvantaged student population that requires investigation to inform practices that enable their persistence in post-secondary education. The purpose of this qualitative study was to describe single welfare-reliant mothers’ identity development experiences that impacted career choice and decisions to access and persist in post-secondary education as sole providers. This study answered the question, what was the essence of six single welfare-reliant mothers’ experiences in their life course from poverty to post-secondary education that influenced their perspectives as learners? This study utilized a phenomenological methodology supported by a developmental life course framework and women’s identity development theory. The major findings identified (a) children as primary anchors, (b) exploration and commitment of possible future identities in identity development, and (c) identity markers that contributed to persistence in post-secondary education and career goals.

The impact and salience of low-income single mothers’ identities and roles on post-compulsory education persistence decisions.

The International Journal of Adult, Community, and Professional Learning.

The purpose of this phenomenological study was to investigate six low-income single (LIS) mothers’ educational experiences. This study used the social role theory as a framework to describe the impact of children and family obligations on the decision to persist in post-compulsory education. The study found that anticipated degree utility, subsequent to LIS mothers’ identities as sole providers, had the strongest influence on career commitment decisions and persistence toward degree completion. This finding was directly related to children and contrasts with previous research indicating that non-traditional students with financial hardships and low academic performance typically stop or drop out. These results distinguish the uniqueness of LIS mothers’ experiences as an important element in evaluating the direct and indirect influencers on their career commitment and decisions to persist in post-compulsory education. Because LIS mothers are a disadvantaged subset of the labor market whose educational declines are growing, the importance of this topic will only increase with the strides to increase completion rates for such disadvantaged groups in the labor market.

Developing technical competence for the virtual classroom: Managing technology-driven pedagogy, faculty development, and the hidden workload.

The International Journal of Technologies in Learning

Research has demonstrated the value of including multimedia and Web 2.0 technologies to create a student-centered learning environment. However, the literature has also identified an abundance of barriers to the use and creation of multimedia and Web 2.0 technologies by higher education faculty resulting from hidden workload and cost limitations. The current cross-case study describes the effective practices of nine globally-diverse industry subject matter experts and faculty experts in the following areas: selecting, creating, and utilizing multimedia objects to improve students’ virtual course experiences and outcomes; managing technology-driven pedagogy; developing technical competence among faculty; and managing instructors’ workload, time limitations, and financial constraints. The study also demonstrates that the reason higher education faculty do not embrace and effectively utilize Web 2.0 technologies is because of a focus on workload management and return on investment when building technical competence and utilizing Web 2.0 technologies. This research contributes to the current literature on effective practices related to workload, time, and cost limitations by proposing a framework of four critical elements that faculty should consider regarding managing technology-driven pedagogy and faculty development, given workload, time, and cost limitations.

Life stories: Cascading impacts of youth homelessness on job mobility to post-compulsory education.

The International Journal of Learning: Annual Review

Forthcoming.

A cross case study: Comparing the impact of technology-nested strategies and instructor presence on active learning experiences between virtual and face-to-face modalities.

Ubiquitous Learning: An International Journal

Active learning and cocreation of knowledge have been extensively researched in the face-to-face environment; however, few studies have investigated the impact of active learning, cocreation of knowledge, and instructor presence on students’ perceptions of learning experiences in the virtual environment. The purpose of this study is to extend literature on the Active Learning for Knowledge Construction theoretical model. This study identifies and analyzes undergraduate students’ experiences that inform their perceptions of equivalent experiences in the virtual environment as compared to the face-to-face environment. This research study encompasses two sections of a course, one delivered face-to-face and one delivered virtually. Therefore, a cross-case study methodology was used to understand and compare students’ experiences between course sections. This study found that video instruction and use of mobile devices created equivalent learning experiences. However, exploration through technology and mobile devices was valued differently by students between modalities. Further, face-to-face students most valued student-to-student and student-to-instructor interactions, while virtual students most valued student-to-content and student-to-instructor interactions. Finally, suggestions to improve virtual course designs implementing active learning and recommendations for future research are provided.

Single welfare-reliant student mothers’ identity development.

The International Journal of Learner Diversity and Identity, 20(3), 57-66.

Single welfare-reliant mothers are a unique disadvantaged student population that requires investigation to inform practices that enable their persistence in post-secondary education. The purpose of this qualitative study was to describe single welfare-reliant mothers’ identity development experiences that impacted career choice and decisions to access and persist in post-secondary education as sole providers. This study answered the question, what was the essence of six single welfare-reliant mothers’ experiences in their life course from poverty to post-secondary education that influenced their perspectives as learners? This study utilized a phenomenological methodology supported by a developmental life course framework and women’s identity development theory. The major findings identified (a) children as primary anchors, (b) exploration and commitment of possible future identities in identity development, and (c) identity markers that contributed to persistence in post-secondary education and career goals.

The impact and salience of low-income single mothers’ identities and roles on post-compulsory education persistence decisions.

The International Journal of Adult, Community, and Professional Learning.

The purpose of this phenomenological study was to investigate six low-income single (LIS) mothers’ educational experiences. This study used the social role theory as a framework to describe the impact of children and family obligations on the decision to persist in post-compulsory education. The study found that anticipated degree utility, subsequent to LIS mothers’ identities as sole providers, had the strongest influence on career commitment decisions and persistence toward degree completion. This finding was directly related to children and contrasts with previous research indicating that non-traditional students with financial hardships and low academic performance typically stop or drop out. These results distinguish the uniqueness of LIS mothers’ experiences as an important element in evaluating the direct and indirect influencers on their career commitment and decisions to persist in post-compulsory education. Because LIS mothers are a disadvantaged subset of the labor market whose educational declines are growing, the importance of this topic will only increase with the strides to increase completion rates for such disadvantaged groups in the labor market.

Developing technical competence for the virtual classroom: Managing technology-driven pedagogy, faculty development, and the hidden workload.

The International Journal of Technologies in Learning

Research has demonstrated the value of including multimedia and Web 2.0 technologies to create a student-centered learning environment. However, the literature has also identified an abundance of barriers to the use and creation of multimedia and Web 2.0 technologies by higher education faculty resulting from hidden workload and cost limitations. The current cross-case study describes the effective practices of nine globally-diverse industry subject matter experts and faculty experts in the following areas: selecting, creating, and utilizing multimedia objects to improve students’ virtual course experiences and outcomes; managing technology-driven pedagogy; developing technical competence among faculty; and managing instructors’ workload, time limitations, and financial constraints. The study also demonstrates that the reason higher education faculty do not embrace and effectively utilize Web 2.0 technologies is because of a focus on workload management and return on investment when building technical competence and utilizing Web 2.0 technologies. This research contributes to the current literature on effective practices related to workload, time, and cost limitations by proposing a framework of four critical elements that faculty should consider regarding managing technology-driven pedagogy and faculty development, given workload, time, and cost limitations.

Low- income low-qualified employees’ access to workplace learning.

Journal of Workplace Learning, 26(6/7), 462-473.

This study extends existing literature for low-income low-qualified employees by elucidating business owners’ motivations to develop supportive employment relationships. Despite incongruent value systems, subordinates were provided equal access to workplace learning based on organizations’ needs and business owners’ value systems.

Life stories: Cascading impacts of youth homelessness on job mobility to post-compulsory education.

The International Journal of Learning: Annual Review

Forthcoming.

A cross case study: Comparing the impact of technology-nested strategies and instructor presence on active learning experiences between virtual and face-to-face modalities.

Ubiquitous Learning: An International Journal

Active learning and cocreation of knowledge have been extensively researched in the face-to-face environment; however, few studies have investigated the impact of active learning, cocreation of knowledge, and instructor presence on students’ perceptions of learning experiences in the virtual environment. The purpose of this study is to extend literature on the Active Learning for Knowledge Construction theoretical model. This study identifies and analyzes undergraduate students’ experiences that inform their perceptions of equivalent experiences in the virtual environment as compared to the face-to-face environment. This research study encompasses two sections of a course, one delivered face-to-face and one delivered virtually. Therefore, a cross-case study methodology was used to understand and compare students’ experiences between course sections. This study found that video instruction and use of mobile devices created equivalent learning experiences. However, exploration through technology and mobile devices was valued differently by students between modalities. Further, face-to-face students most valued student-to-student and student-to-instructor interactions, while virtual students most valued student-to-content and student-to-instructor interactions. Finally, suggestions to improve virtual course designs implementing active learning and recommendations for future research are provided.

Single welfare-reliant student mothers’ identity development.

The International Journal of Learner Diversity and Identity, 20(3), 57-66.

Single welfare-reliant mothers are a unique disadvantaged student population that requires investigation to inform practices that enable their persistence in post-secondary education. The purpose of this qualitative study was to describe single welfare-reliant mothers’ identity development experiences that impacted career choice and decisions to access and persist in post-secondary education as sole providers. This study answered the question, what was the essence of six single welfare-reliant mothers’ experiences in their life course from poverty to post-secondary education that influenced their perspectives as learners? This study utilized a phenomenological methodology supported by a developmental life course framework and women’s identity development theory. The major findings identified (a) children as primary anchors, (b) exploration and commitment of possible future identities in identity development, and (c) identity markers that contributed to persistence in post-secondary education and career goals.

The impact and salience of low-income single mothers’ identities and roles on post-compulsory education persistence decisions.

The International Journal of Adult, Community, and Professional Learning.

The purpose of this phenomenological study was to investigate six low-income single (LIS) mothers’ educational experiences. This study used the social role theory as a framework to describe the impact of children and family obligations on the decision to persist in post-compulsory education. The study found that anticipated degree utility, subsequent to LIS mothers’ identities as sole providers, had the strongest influence on career commitment decisions and persistence toward degree completion. This finding was directly related to children and contrasts with previous research indicating that non-traditional students with financial hardships and low academic performance typically stop or drop out. These results distinguish the uniqueness of LIS mothers’ experiences as an important element in evaluating the direct and indirect influencers on their career commitment and decisions to persist in post-compulsory education. Because LIS mothers are a disadvantaged subset of the labor market whose educational declines are growing, the importance of this topic will only increase with the strides to increase completion rates for such disadvantaged groups in the labor market.

Developing technical competence for the virtual classroom: Managing technology-driven pedagogy, faculty development, and the hidden workload.

The International Journal of Technologies in Learning

Research has demonstrated the value of including multimedia and Web 2.0 technologies to create a student-centered learning environment. However, the literature has also identified an abundance of barriers to the use and creation of multimedia and Web 2.0 technologies by higher education faculty resulting from hidden workload and cost limitations. The current cross-case study describes the effective practices of nine globally-diverse industry subject matter experts and faculty experts in the following areas: selecting, creating, and utilizing multimedia objects to improve students’ virtual course experiences and outcomes; managing technology-driven pedagogy; developing technical competence among faculty; and managing instructors’ workload, time limitations, and financial constraints. The study also demonstrates that the reason higher education faculty do not embrace and effectively utilize Web 2.0 technologies is because of a focus on workload management and return on investment when building technical competence and utilizing Web 2.0 technologies. This research contributes to the current literature on effective practices related to workload, time, and cost limitations by proposing a framework of four critical elements that faculty should consider regarding managing technology-driven pedagogy and faculty development, given workload, time, and cost limitations.

Low- income low-qualified employees’ access to workplace learning.

Journal of Workplace Learning, 26(6/7), 462-473.

This study extends existing literature for low-income low-qualified employees by elucidating business owners’ motivations to develop supportive employment relationships. Despite incongruent value systems, subordinates were provided equal access to workplace learning based on organizations’ needs and business owners’ value systems.

Low-qualified talent pipeline’s job mobility, boundary crossing, and career success: A cross-industry HRM perspective.

Journal of Organizational Psychology

This cross-industry study explored human resource professionals’ experiences with low-qualified labors’ job mobility within and across organizations. Ten organizations from various industries were represented including manufacturing, higher education, medical, retail, warehouse and transportation, and information technology. Findings suggest major influencers’ impacts on job mobility were distinctly different across industries and dependent on organizations’ job composition by educational attainment. Findings extend current literature delineating negative outcomes from low-qualified labor employing misinformed protean and boundaryless behaviors and suggest a unique phenomenon may exist for low-qualified labor related to job mobility, job mobility plateaus, and boundary crossing. Suggestions for future research are discussed.

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair

Society for Human Resource Management

Faculty Adviser for TAMU-CT Student Chapter

Central Texas Human Resource Management Association

Past President, Past Programs Chair, Past College Relations Chair, Past Membership Chair