Teaching has never been just a profession to me—it’s one of the greatest privileges of my life.

Few moments compare to watching a student finally connect the dots, solve a difficult problem, or confidently explain a concept they once found intimidating. Even more rewarding is hearing how they have applied what they learned long after the course has ended. Those moments remind me that education isn’t simply about earning grades; it’s about changing how people think.

Before and After I Became “The Professor”

Long before I stepped into a college classroom, I explored education in a variety of settings to discover where I could make the greatest impact.

In undergrad at CSU Long Beach, I volunteered every Saturday for almost two years at Compton Community College (CCC) through a tutoring program my professor had supported in partnership with CCC leadership. Each Saturday, I had the honor and privilege of tutoring youth from elementary through high school in various subjects.

During my twenties, I accepted paraeducator assignments that introduced me to students of different ages. It didn’t take long to realize high school wasn’t my calling. My youthful appearance often resulted in coworkers stopping me in the hallway with, “Young lady, where’s your hall pass?” A few students also mistook me for one of their classmates and occasionally tried to test my authority. Let’s just say…those situations didn’t quite go the way they expected. 😏

After moving to Georgia, I taught preschool before spending several years volunteering through a global nonprofit, delivering financial literacy and entrepreneurship programs in K–12 classrooms. During the COVID-19 pandemic, I also worked in an after-school program supporting students in grades K–8 as schools transitioned between virtual and in-person learning. Collaborating with teachers and families during that time reinforced something I’ve always believed: every student learns differently, and great educators adapt to meet them where they are.

Purdue University Global

Since 2014, I’ve had the privilege of serving as an adjunct professor at Purdue University Global, where I teach management and small business courses.

One of my favorite moments each term happens during the first week of class when I challenge students to see themselves as managers—even if they’ve never held the title. They’re already managing responsibilities, priorities, relationships, finances, and decisions every day. Leadership begins long before a promotion.

My classes are intentionally interactive, practical, and rooted in real-world application. I encourage students to think critically, ask questions, challenge assumptions respectfully, and connect course concepts to the organizations they work in today—and the ones they hope to lead tomorrow.

Watching students gain confidence, earn promotions, launch businesses, or simply see themselves differently by the end of the term is one of the most rewarding parts of my career.

Atlanta Technical College

When I moved to Georgia in 2007, I became familiar with Atlanta Technical College and the surrounding community. Long before I joined the faculty, I hoped to teach there one day because of its commitment to educating students who would go on to strengthen their workplaces, families, and communities.

Today, I teach business and management courses that encourage students to apply what they learn immediately. Throughout the term, they evaluate real workplace challenges, examine different leadership approaches, and begin developing their own management philosophies.

Many of my students aspire to become managers, entrepreneurs, or business owners. They quickly discover that my classes aren’t built around memorizing definitions or earning an “easy A.” Real-world management rarely offers simple answers, and I want students to leave my classroom prepared to think critically, communicate effectively, and lead with confidence.

Emory University

I also had the opportunity to co-teach a course on Economic Development in Africa with Dr. Sam Cherribi at Emory University.

One of my goals was to help students move beyond assumptions, stereotypes, and incomplete narratives by examining economic development through multiple perspectives. Africa is a vast and diverse continent, and meaningful discussions require thoughtful analysis rather than broad generalizations.

Watching students develop a deeper understanding of global development—and recognizing their own potential to become thoughtful leaders and informed global citizens—was an incredibly rewarding experience.

Why I Teach

Every classroom reminds me that education has the power to change lives—not simply because students learn new information, but because they begin to see themselves, their organizations, and their communities differently.

Long after grades are forgotten, I hope my students remember one thing: they were capable of more than they believed when they first walked into the classroom.

That’s why I teach.