What interests me most about financial planning and financial education research is the power of planning to transform life trajectories. Financial planning combined two topics in which I’m quite passionate – planning and money.
Lecturer
What interests me most about financial planning and financial education research is the power of planning to transform life trajectories. Financial planning combined two topics in which I’m quite passionate – planning and money.
My professional background began in operational planning and procurement across manufacturing, medical devices, and engineering. In those roles, I saw how structured systems and intentional planning drive efficiency, stability, and long-term success. When I transitioned into financial planning, I recognized those same principles operating at a deeply human level.
My research focuses on financial literacy, financial access, and the transition from high school to postsecondary education. My dissertation examined financial and financial aid obstacles that affect FAFSA completion and college enrollment decisions. I am particularly interested in supporting students in foster care and other vulnerable populations who face structural barriers at critical transition points.
I teach because I genuinely enjoy helping students plan more effectively and operate with greater confidence as future financial planners.
Throughout my corporate career, I found myself naturally drawn to training colleagues, improving processes, and helping teams become more efficient. In higher education, that instinct evolved into a deeper commitment to learning development, curriculum design, and skill development.
I am especially passionate about preparing students not only to understand financial concepts, but to apply them in real-world contexts. Financial planning is a profession built on trust, technical expertise, and sound judgment. I feel a strong responsibility to help students develop in all three areas.
I am also deeply motivated by financial literacy outreach, particularly in communities where financial education is most needed.
My teaching philosophy is rooted in active learning, interaction, and professional readiness.
I believe students learn best when they move beyond passive exposure to active engagement. My courses are interactive and case-based, often incorporating the same tools, software, and analytical frameworks students will use in their careers.
I intentionally connect theory to application—showing how concepts are used in practice and how they are tested on professional exams such as the CFP®️ exam and other financial credentials.
I also integrate career readiness into my curriculum. As a UGA Career Advocate, I view professional development as part of academic development. Students should graduate not only with knowledge, but with the skills, confidence, and strategic awareness needed to transition successfully into the workforce.
I hope students leave my classes with three things:
- Deep conceptual understanding – not just memorization, but clarity about why financial principles work.
- Practical competence – the ability to apply tools, analyze cases, and make professional judgments.
- Professional confidence – an understanding of how their knowledge translates into career pathways and credentialing success.
Outside of academia, I value family, travel, and cultural experiences. I enjoy exploring new places (especially in the Caribbean) and learning from different perspectives, which reinforces my belief that financial planning must be adaptable and culturally aware.
I also enjoy watching K-dramas, which remind me of the importance of storytelling – something I try to incorporate into case discussions and examples in class.