TEACHING
Question Everything, Assume Nothing, Learn the truth...
Teaching Philosophy
My teaching philosophy is built on reflection of my past teaching experiences, my interactions with students, and evidence-based pedagogical theory. I have realized two teaching goals guide my instruction and serve my students best:
1) Improve the quality of my student’s informed decision-making skills.
2) Create critical thinkers who ask good questions.
Students leave my classroom or research lab with a suite of skills needed not only to understand scientific findings, but to think critically about the biological problem in the context of a highly global, connected, and collaborative world.
Eggs: No Chicken Required
Middle school students from 'Expanding Your Horizons' event explore inside incubated eggs. Students test their hypotheses about how embryo function is related to yolk contents and temperature.
I incorporate inquiry-based practices and my same teaching goals into outreach events and activities.
I aim to create a safe and inclusive classroom where we all have opportunities to learn from each other. I believe everyone who wants to should have the opportunity to learn. Students should be able to learn in an environment where they feel challenged but not threatened. Our diversity is our strength. If we learn to draw on our diverse cultures, backgrounds, and experiences we can develop creative, sustainable solutions to the problems our society faces.
To build the most inclusive classroom, I have taken training in the following areas (for more information click the safe zone icon):
Safe Zone Ally:
Ally has completed training and has committed to being an Ally to lesbian, gay, bisexual, and queer or questioning individuals.
Transgender Ally:
Ally has completed additional training about gender identity/expression and has made the additional commitment to being an Ally for those who identify as transgender or transsexual.
Upstander Ally:
Ally has completed advanced training.
Past Courses Taught
2023: Co-Instructor, High School Geometry.
Implement geometry curriculum for high school freshmen and sophomore students. Document student progress and facilitate development plans.
2018: Teaching Assistant, CURE lab: Antibiotic Discovery.
Develop lab project for next-generation sequencing and avian microbiome community profiling. Facilitate lab prep and student project execution for a mid level required course for biology majors.
2017: Graduate Instructor of Record, Developmental Biology.*
Design and implement curriculum for upper level elective course for biology majors.
*Part of my field teaching experience (click for more info about the CTC).
2016-2017: Lab Coordinator, Concepts of Biology Lab.
Design and implement curriculum for non-major's lab; coordinate 2 Graduate Teaching Assistants, lab technician, and students of 8 lab sections; teach 2 lab sections.
2015-2016: Lab Coordinator, Introductory Environmental Science Lab.
Developing and delivering introductory labs for four sections of non science majors.
2014: Learning Assistant, Foundations of Biochemistry and Molecular Biology.
Upper level course for the sciences.
2014: Learning Assistant, Online Introductory Biology.
Co-developing online curriculum for major’s introductory biology.
2013: Learning Assistant, Online Introductory Environmental Sciences.
Introductory course working with non-science majors.
Professional Development
Coursework
Science of Learning
Training course for Learning Assistants, explore science behind learning in the STEM disciplines
Teaching College Science
Learning more about science teaching and student learning at the undergraduate level
Designing Tech-Infused Learning Environments
Effectively infusing appropriate technology tools into contemporary higher education learning environments
Graduate Teaching Experience
Field experience designed in consultation with a faculty teaching mentor, included classroom observations and personalized feedback
For more information about my field experience, click here.
Teaching in Globally Diverse Classrooms Certificate
Other Opportunities
Substitute Teaching K-12
NDSU STEM Journal Club
Weekly and interdisciplinary journal club to discuss current topics, review foundational papers, and present research
SICB/NSF Teaching Workshop
NSF Sponsored workshop at SICB conference, reviewing Vision and Change and ways to adapt goals in the college classroom
3D Embryo
We explored 3D printing in the "Tech-Infused Learning Environment Course". I developed and printed a 3D model of the embryos I use in my research, using free software TinkerCad.
The model itself is valuable for outreach events and explaining concepts to students in the lab. The larger size allows people to see components more readily.
Designing the model can also be a valuable teaching tool. The student has to evaluate subject, break it down into smaller components, and demonstrate a strong enough understanding to be able to correctly assemble the parts.
