Posted on December 9, 2025 by Katelyn Juarez
A First-Generation PhD Empowering the Next Generation of Students
Naomi Rubal, PhD
Naomi Rubal ’04, ‘17 embodies perseverance, passion and the transformative power of education. From a K-12 science teacher to a doctoral candidate in the College of Education and Human Development, she has overcome personal challenges, including a breast cancer diagnosis, while remining deeply committed to learning and teaching. A first-generation student, she will be earning her third degree from The University of Texas at San Antonio and continues to inspire others on their academic journeys. Rubal will graduate with a PhD in Interdisciplinary Learning and Teaching.
Can you tell us about your time at UT San Antonio?
My journey began in 2004 with a bachelor’s degree in multidisciplinary sciences, initially aiming to become a science teacher. I taught K-12 for nine years, but a pivotal moment came when I was diagnosed with breast cancer. This experience motivated me to pursue a master’s in environmental science in 2017, driven by a curiosity about potential environmental factors contributing to my diagnosis. After joining the university as an Assistant Professor of Practice and Pathway Coordinator for Academic Introduction and Strategies for Life and Health Science courses, I fell in love with higher education and decided to pursue my PhD in 2019.
How has being a first-generation student shaped your approach to education?
Being a first-generation student fundamentally influenced my teaching philosophy. I’m passionate about ensuring students, especially first-generation students, have access to resources I didn’t know existed during my early academic years. In my Academic Introduction and Strategies course, I don’t just inform students about resources like career services and library resource tools, I actively help them learn to utilize these resources effectively. My goal is to empower students with practical skills and the confidence to navigate their academic journey.
Can you tell us more about your research and the grant you secured?
In 2021, I was part of a team that secured the Curricular Innovation in the Post-Pandemic Digital Age grant from The University of Texas System. Our project centered on creating an innovative virtual experiential service learning project for freshmen core curriculum courses. This research emerged during COVID-19 and explored the effectiveness of virtual service learning. It ultimately became the foundation of my dissertation, where I compared in-person and virtual service learning experiences, examining their impact on student learning and engagement.
What do you find most rewarding about teaching?
I’m deeply passionate about educational transition phases. Throughout my career, I’ve taught at various transitional moments, from intermediate school to kindergarten, and now in higher education. Teaching the Academic Introduction and Strategies course allows me to guide first-year students through a critical life transition. Watching students grow in just one semester, developing better organizational skills, understanding career paths, and learning to communication complex ideas is incredibly fulfilling.
What are your plans following graduation?
My immediate goal is to pursue promotion to Associate Professor. In higher academia, there are numerous fascinating pathways. I’m excited about potentially taking on different leadership roles that allow me to continue teaching and supporting student development. The beauty in this field is its flexibility and the opportunity to continually grow and learn.
— Katelyn Juarez
