My lab currently has two projects, both working with the protein Sox2, a member of the high mobility group box family of transcription factors. We are interested in investigating the ability of Sox2 to bind and interact with bacterial signaling molecules such as lipopolysaccharides (LPS). My lab recently discovered that Sox2 contains an LPS binding motif and we are currently investigating how the Sox2/LPS interaction affects the progression to gastric cancer. The second project in my lab focuses on how posttranslational modifications to Sox2 that lead to stem cell pluripotency affect the DNA binding and bending profile of Sox2.

My teaching style focuses on a discussion-based classroom environment where students are actively engaged in the subject matter.  I feel this teaching style made me a natural fit for the Team Based Learning method employed in the School of Pharmacy at Regis University. While in the classroom, I encourage students to look at the underlying assumptions for a particular theory that we may be working on. For example, when teaching protein/ligand binding, I ask students what are the assumptions made by a lock and key mechanism versus an induced fit model? I like to make the students aware that there are several ways of thinking about the same phenomenon.  I encourage openly asking questions in my classroom as well, and I feel that this helps generate dialogue between students and therefore encourages them to critically examine key concepts in the physical sciences.

Before teaching at Regis University, I taught biochemical concepts to first year graduate students and medical students during my postdoctoral fellowship at the University of Colorado School of Medicine.  During my graduate studies in chemistry, I taught general chemistry, organic chemistry, physical chemistry, and biochemistry to both undergraduate and graduate students.

Curriculum Vitae