Teaching philosophy
My philosophy as an educator is based on the idea that learning occurs primarily in interaction with other people: by asking questions, challenging the ideas of others and applying abstract concepts to the real world. In my teaching, I challenge students to be active participants in their own learning. I aim to create a learning space where students can acquire a solid foundation in the subject matter, are exposed to current schools of thought, and develop skills to succeed in their future careers.
I plan my lessons to incorporate lots of variation in teaching techniques; including classic lectures, assigned reading and various active learning approaches. In the photo above, students in an upper level ecology class prepared by reading a research paper on biotic and abiotic limits to tree regeneration across elevational gradients. Then, during class the students diagrammed the study to depict the hypotheses that were tested, and identify missing elements in the study.
These types of exercises require students to apply and organize new information. I also employ jig saw exercises (where students are sorted into groups with each group discussing one element of the material, and then they re-sort in to teams with one representative of each previous group, and then students acts as expert on their element, together covering the whole material). I make use of minute papers during lectures where students write a paragraph on a specific concept, allowing them to practice their writing and reasoning skills, and providing me with direct feedback on student understanding. For upper level courses, Shiny web apps (made in R) facilitate quantitative approaches.
Students come to science classes from a broad range of backgrounds, and vary in their career goals. Using a variety of teaching approaches and types of assessments, as well as highlighting the ways that students' lived experience interfaces with science and nature allows the diversity of students to enhance the classroom experience. Regardless of whether students go on to be researchers, biologists, or professionals in other careers, the basic foundation in science and skills around writing and critical thinking learned in my classroom will help them succeed in their career goals and act as informed citizens.
These types of exercises require students to apply and organize new information. I also employ jig saw exercises (where students are sorted into groups with each group discussing one element of the material, and then they re-sort in to teams with one representative of each previous group, and then students acts as expert on their element, together covering the whole material). I make use of minute papers during lectures where students write a paragraph on a specific concept, allowing them to practice their writing and reasoning skills, and providing me with direct feedback on student understanding. For upper level courses, Shiny web apps (made in R) facilitate quantitative approaches.
Students come to science classes from a broad range of backgrounds, and vary in their career goals. Using a variety of teaching approaches and types of assessments, as well as highlighting the ways that students' lived experience interfaces with science and nature allows the diversity of students to enhance the classroom experience. Regardless of whether students go on to be researchers, biologists, or professionals in other careers, the basic foundation in science and skills around writing and critical thinking learned in my classroom will help them succeed in their career goals and act as informed citizens.
Professional development as an educator
I am passionate about teaching and always working to improve my teaching practices. I have taken various classes and workshops on effective STEM teaching, resulting in a certificate from the University of Maryland Teaching and Learning Transformation Center. For more information on my approach to teaching, take a look at my teaching philosophy, or email me for my teaching portfolio.