Teaching
Daniel teaches Human Anatomy to pre-health students at Linfield University in McMinnville, Oregon. His teaching centers on active learning, higher-order thinking, and creating classroom environments where every student can succeed.
Inclusion & Active Learning
Daniel completed a Certificate of Innovation in College Teaching through PSU’s Office of Academic Innovation. His philosophy emphasizes inclusion and equity through active learning techniques — think-pair-share exercises, collaborative group work, and case studies that span all levels of Bloom’s Taxonomy.
Rather than introductory science courses that emphasize rote memorization, Daniel encourages higher-order thinking. He uses collaborative activities where students create mnemonics and memory devices together — generating more retention and ownership over the material.
As a first-generation American, first-generation college graduate, and member of the LGBTQ+ community, Daniel believes in the power of representation in science. He views mentoring as an opportunity to promote underrepresented groups and open doors to scientific careers.
Not-Tests
In addition to traditional exams, students complete two Not-Tests each semester, which together count as one lecture exam. Students select an anatomy topic and creatively explain it — either to specialists without anatomy expertise or to non-specialists entirely outside the field.
Permitted formats are wide open: infographics, songs, comics, games, memes, poems, short films. The creative constraint forces genuine understanding — you can’t fake comprehension when you have to teach it.
Daniel shares exemplary student work on social media, which has attracted broad collegial attention and given students public recognition for their work.
Course-Based Undergraduate
Research Experiences
In collaboration with PSU’s Biology Education Research Group, Daniel helped design Course-based Undergraduate Research Experiences (CUREs) for introductory biology labs.
CUREs allow undergraduates to conduct authentic research answering questions that don’t yet have answers — the same kind of work professional scientists do. Unlike traditional “cookbook” labs with predetermined outcomes, CUREs generate real data and real uncertainty.
Research evidence demonstrates that these experiences increase motivation, interest, and retention in STEM, and they disproportionately benefit students from marginalized populations — addressing equity gaps in science education.
Student Course Evaluations
The way Daniel taught the class was not like something I had experienced before but was very beneficial . It was especially beneficial having the drawings and outlines to fill in since I am more of a visual learner. You can tell that he really thought of different ways to make the learning a little easier and presented in a way that it seemed like everyone could really understand and grasp.
— Student Evaluation, Fall 2024
Lot of active learning , constantly being asked questions that allowed for engagement, as well as partner work!
— Student Evaluation, Fall 2024
Daniel consistently lets us know that he is a source for us to talk to at any point in time about anything and really shows that he cares about his students and not only their academics, but their well being as a whole .
— Student Evaluation, Fall 2024
This instructor loves anatomy and wants all of his students to develop a passion for it too!
— Student Evaluation, Spring 2024
This was probably the most fun lecture I’ve attended while going to Linfield. Daniel’s enthusiasm and energy is infectious and made the learning process so much better.
— Student Evaluation, Spring 2024
I did the best in this course than I have in any other before and was so excited to learn and come to this class every day because of Daniel’s teaching style .
— Student Evaluation, Spring 2024
If you lose this man y'all are losing a really good one, Linfield University.
— Student Evaluation, Fall 2023
He had so much passion about the class that made learning fun and easy to understand.
— Student Evaluation, Fall 2023
Courses Taught, by institution
Linfield University
2026 – Present · Associate Professor of Health, Human Performance, and Athletics · Instructor of Record
- BIOL 212Human Anatomy, Lecture1 year
- BIOL 212LHuman Anatomy, Lab1 year
2020 – 2026 · Assistant Professor of Health, Human Performance, and Athletics · Instructor of Record
- BIOL 212Human Anatomy, Lecture6 years
- BIOL 212LHuman Anatomy, Lab6 years
- HHPA 412Human Anatomy II5 years
- HHPA 183Seminar in Health & Human Movement1 year
Portland State University
2015 – 2020 · Graduate Teaching Assistant
- BI 301LHuman Anatomy & Physiology Lab I5 years
- BI 302LHuman Anatomy & Physiology Lab II5 years
- BI 303LHuman Anatomy & Physiology Lab III4 years
- BI 399Human Anatomy Dissection Techniques — Leader3 years
- BI 216Course-based Undergraduate Research Experience (CURE) — Principles of Biology III Lab1 year