I enjoy teaching and have served as instructor at the University of Florida for Masters in Accounting students. My teaching interests include:

  • Introductory financial accounting
  • Managerial accounting
  • Financial statement analysis
  • Data analytics for accountants
  • Federal income tax

Teaching Philosophy

I view accounting as a tool for economic decision making, and my goal in the classroom is to help students develop a strong conceptual foundation along with practical skills for a future as professionals. I use a mix of lectures, problem-based learning, and case discussions to encourage engagement and real-world application. In my classes, I’ve used my experience at EY as a tax consultant to develop assignments and comprehensive projects to prepare students for the human and relationship-based professional opportunities that an accounting career may entail. I am committed to continuous improvement as an educator and seek feedback from students and colleagues to refine my teaching methods. My teaching evaluations and statements are available upon request.

Courses Taught

  • Federal Income Tax I – Instructor, University of Florida, Fall 2025. Instructor Rating: 4.9/5.0
  • Federal Income Tax II – Instructor, Univerisity of Florida, Fall 2025. Instructor Rating: 4.9/5.0

Selected feedback from students:

“Definitely one of the best professors i have ever had, he is approachable and kind, he explains things that we will actually use in the real word, make sure we are focusing on the most important things for us to take away, assessments are actually a proper assessment of what we have learned in the class, the way he organizes the information is extremely helpful (i like the playbooks), values student feedback. 10/10”

“Very knowledgeable, willing to help, and excited about teaching. Very funny as well.”

“The instructor was very approachable and supportive. He understood the stress of balancing multiple classes and was considerate of students’ workloads. He created an environment where questions never felt “stupid,” which made it easier to engage and learn. I especially appreciated how exams were graded based on process and understanding rather than being 100% dependent on the final number – it showed that he valued comprehension over perfection and gave fair partial credit.”

“Making an uninteresting topic enthusiastic and entertaining to learn about”