Scully 109A

What area do you teach?

Food Science and Nutrition (Dietetics)


Doctor of Philosophy (PhD)
Master of Philosophy (MPhil)
Master of Science (MS)
Bachelor of Science (Honors) - BSc(Hons)

Your Philosophy of Teaching

My teaching philosophy is based on providing an active learning environment and includes the promotion of critical thinking, integration and application of class knowledge, and self-discovery. I believe when students begin to see how knowledge acquired in class can be applied in real life, they will begin to experience a sense of motivation and will begin to ask their own questions and look for their own answers. They will become independent thinkers capable of self-direction, which is the ultimate goal of an educator.

My strategies for active learning vary by class and depend on course objectives, students’ level of exposure to course contents and the number of enrolled students. My strategies for active learning vary from brief to long and complex tasks. An example of a brief strategy is when students discuss how overconsumption may associate with obesity. A complex learning strategy involves, for example, a project in which student groups collect data, search for information, and do an in-class presentation on the salt contents of selected foods in grocery shops, and are rated by their classmates and instructor.

I take cognizance of the fact that various teaching styles are necessary to accommodate students’ diverse learning needs. I feel teaching a science-based course is much more than the presentation of facts. My teaching styles include in-class activities, videos related to the course contents, homework assignments, internet-based interactive assignments, group projects, class discussions, and lectures. To ensure that students understand the class material, I supplement my lectures with PowerPoint lecture outlines which I post on the course webpage for students. I evaluate students continuously during the semester through quizzes, graded projects, homework assignments, group projects, and exams.

I provide four hours per week of office hours and schedule additional students meetings outside office hours on request. I generally keep an open-door policy and students are aware of my propensity to discuss class information and class-related needs outside of the classroom. I communicate class information via email announcements through the course webpage. I track students’ attendance and performance to know who may need additional assistance.

I believe a good instructor remains a good student throughout life and who critically evaluates performance in the class. I do class evaluations to obtain feedback from students; their expectations and mine, and to readjust or to accommodate students’ needs if necessary, before too far into the semester. At the end of each semester, I incorporate good comments from students to improve the class.

I believe challenging students through reasonable motivation will prepare them to be capable, productive, and successful in their professional and personal lives. My classes inherently carry messages of openness to differences, respect and dignity for all individuals.

Why did you decide to teach?

I am motivated to impart nutrition knowledge to students and the public because I feel, in addition to academic credits, nutrition knowledge is essential to good health. Students can apply the knowledge to improve their dietary habits, decrease disease risk and maintain a healthy lifestyle. A healthy community is a prosperous one.

Credentials/Career Path

  • Some Areas of Expertise and Interests Related to Profession.
  • Clinical nutrition.
  • Laboratory-based cross-over human feeding trials.
  • Laboratory-based animal feeding trials.
  • Population-based nutrition intervention trials.
  • Nutrition-focused clinical assessment of population groups – vitamins, microminerals and protein assessments (specialized in iodine, iron, vitamin A, protein, PEM).
  • Physical assessment of nutritional status - anthropometric.
  • Dietary assessment of individuals, groups and population groups.
  • Food and Nutrients analysis.
  • Nutrient analysis of foods - both proximate and specific analyses of macronutrients, minerals, vitamins, specifically: proteins, lipids, carbohydrate, ash, dietary fiber, moisture, calcium, iron, zinc, copper, phosphorus, fluoride, and iodine.
  • Analysis of carotenoids, food colors/dyes, food flavors and contaminants.
  • Population research in food and nutrition.
  • Population nutrition research: Survey data collection, analysis, and reporting.
  • Geriatric nutrition research in developing countries; HelpAge International affiliate.
  • Maternal and child nutrition.
  • Food and social factors (food and culture) in nutrition.
  • Quality control of food products, food laboratory, data management and analysis.
  • Foods laboratory quality control.
  • Food products quality control.
  • Sensory analysis of food products.
  • Quality control and management of health, and foods data.
  • Quality control and management of survey data.
  • STATA-based statistical analysis of survey, health, nutrition, and foods data.

Professional Highlight

I was the co-principal investigator of the landmark nation-wide clinical research that resulted in the introduction of iodized salt in Ghana to prevent iodine deficiency disorders (IDD): deaf, mutism, cretinism and mental retardation in children.


Many awards and recognitions

Organizations with Which You are Involved

  • American Society for Nutrition (ASN)
  • Society for Nutrition Education and Behavior (SNEB)

Recent Publications

Best Advice for Students

All subjects are equally important. Study all subjects with equal zeal because no one can accurately predict their future profession. Even within the same discipline, so-called “ordinary contents” may make the difference between success and failure in the future profession. Be culturally competent. You will be very busy but with good time management, you can make it.