Teaching is an exciting, dynamic, and rewarding challenge. I have taught a broad spectrum of courses, from small, immersive field-based classes, both locally and internationally, to large lecture-based courses. My goal is to create a research-driven curriculum that fosters student engagement and to promote meaningful experiences inside and outside of the classroom. I focus on implementing innovative, student-centered teaching approaches that encourage participation and critical thinking. The impact of these efforts is reflected in several peer-reviewed publications and presentations at local and national conferences. I am also actively involved in university-level initiatives to advance teaching scholarship through my work with the Center for Teaching Excellence.

Scholarship of teaching and learning publications

*Undergraduate student;  †Graduate student

• Gonzalez VH, Mattingly S, *Wilhelm J, Hemingson D (2024) Using artificial intelligence to grade practical laboratory examinations: sacrificing students’ learning experiences for saving time? Anatomical Sciences Education 17: 932–936.
• Hensel N, Sonntag M, Abramson CI, Ahern-Rindell A, Barthell JF, Clancy K, Gonzalez VH, Hranitz JM, Matuska N, Müller M, Petanidou T, Simmons CK, Tscheulin T (2022) Crosscultural Undergraduate Research. Collaborative Research Experiences in a Global World. In: Mieg HA, Ambos E, Brew A, Galli D, Lehmann J.(eds). Cambridge Handbook on Undergraduate Research. Cambridge University Press, Cambridge, U.K.
• †Wilhelm J, †Mattingly S, Gonzalez VH (2022). Perceptions, satisfactions, and performance of undergraduate students during Covid-19 emergency remote teaching. Anatomical Sciences Education 15(1): 42–56.
• López-Uribe MM, Urbina JV, Mejía AI, Duque LO, Riaño-Jiménez D, Cure JR, Ramos V, Martel C, Fuentes JD, Gonzalez VH (2022) Creating a virtual international research experience. American Entomologist 24–27.
• †Mattingly S, *Hardesty E, †Chovanec K, †Cobos ME, †Garcia J, †Grizzle M, †Huerta A, †Ohtake J, †Romero-Alvarez D, Gonzalez VH (2021) Differences between attached and detached cadaveric prosections on students’ identification ability during practical examinations. Anatomical Sciences Education 14(6): 808– 815.
• *Sparacino AM, Gonzalez VH, Ball S, Cielocha JJ, *Helm K, McLeod DS (2019) A quantitative analysis of four undergraduate human anatomy laboratory curricula: Approaches, identified structures, concepts, and thematic emphases. Medical Science Educator 29(1): 101– 111.