Carol Taylor is an experienced science educator and molecular epidemiologist whose work bridges rigorous scientific training with dynamic, student-centered teaching. She holds an MEd in Science Curriculum and Instruction from the University of Texas, an MS in Biomedical Sciences from the University of New Orleans, and an MPH in Epidemiology and International Health from the Tulane University School of Public Health and Tropical Medicine. She also earned dual bachelor’s degrees in Neuroscience and Global & Community Public Health from Tulane University.

Carol’s foundation in research is extensive. Her early work in immunogenetics and cancer biology included investigations into genetic contributors to prostate cancer risk, culminating in a publication in Oncogene (Nature). She later conducted clinical laboratory work supporting organ transplantation and contributed to behavioral research in biological sciences. A constant across all of her scientific roles has been her commitment to strong research methodology—carefully evaluating existing literature, tracing evidence across studies, and understanding how high-quality research is built from rigorous inquiry.

Her dedication to public health is equally robust. Carol has served communities through roles as a community health worker, public health focus group leader, and research assistant examining issues such as pandemic response, school nutrition, and equitable access to care. These experiences deeply inform both her teaching philosophy and her belief in scientific literacy as a tool for empowerment.

Since 2015, Carol has brought her expertise into the classroom, teaching chemistry, microbiology, and epidemiology. She currently teaches Upper School science at The Hockaday School, where she also moderates health-focused student organizations, including HOSA and “Don’t Wait to Vaccinate.” Beyond the academic year, she has served in leadership and faculty roles at Choate Rosemary Hall in Connecticut and Oxford University in the UK , supporting both curricular development and residential life.

Carol’s work is driven by a passion for helping students think like scientists—critically, compassionately, and with curiosity. Her background in molecular epidemiology, combined with her emphasis on research literacy, uniquely positions her to guide students in evaluating scientific claims, navigating misinformation, and understanding how evidence informs both science and society.