True learning occurs through synergistic processes, which involve guidance from an instructor, as well as active participation and observation on the part of the students. When students are able to experience concepts through a combination of lectures, discussion, and hands-on activities, they are able to follow the logic behind theory and come to the same conclusions on their own. This means that key concepts make sense to the student and stick with them. In an ideal world, all of my students would be as passionate about invertebrate zoology as I am, and I strive to inspire them by showing my love of science and natural history. But of course, students have varying reasons for studying a topic. So, my overarching goal as an educator is for my students to develop and strengthen their ability to think critically so that no matter what interests them, they will have learned something valuable from my courses.
Exercises in logical reasoning help students gain a deeper understanding of the topic and help them uncover solutions. I do this using lab activities, data exploration, computer simulations, and breakdowns of topics on the chalkboard so students can follow the logic themselves. With information so readily available, students have learned to look up the answers they seek rather than try to think things through. Students sometimes feel overwhelmed by the course material in advanced topics, because they believe that all of the solutions must be memorized. My work is to help them recognize that they already have the knowledge they need to determine the answer for themselves. By leading students through exercises in reasoning, my goal is for students to realize that they have the ability to be creators of knowledge, not just consumers of it. When students are pushed to gain the deepest possible understanding of a topic, and assume an active role in their education, they gain skills that will aid them other areas of their lives.
I also recognize the importance of being inspired and excited by the natural world, so exposing students to the beauty of organisms and ecosystems is a priority. Wherever possible, I worked to bring organisms into the lab and students into the field for first-hand experience as the head-TA for parasitology and invertebrate zoology. In this regard, I plan to continue to teach in a style that encourages student participation, challenges them to make connections between concepts, and develops critical thinking ability, and will continue to seek out new ways to engage students.
TEACHING APPOINTMENTS:
UC Santa Barbara
San Diego State University
Exercises in logical reasoning help students gain a deeper understanding of the topic and help them uncover solutions. I do this using lab activities, data exploration, computer simulations, and breakdowns of topics on the chalkboard so students can follow the logic themselves. With information so readily available, students have learned to look up the answers they seek rather than try to think things through. Students sometimes feel overwhelmed by the course material in advanced topics, because they believe that all of the solutions must be memorized. My work is to help them recognize that they already have the knowledge they need to determine the answer for themselves. By leading students through exercises in reasoning, my goal is for students to realize that they have the ability to be creators of knowledge, not just consumers of it. When students are pushed to gain the deepest possible understanding of a topic, and assume an active role in their education, they gain skills that will aid them other areas of their lives.
I also recognize the importance of being inspired and excited by the natural world, so exposing students to the beauty of organisms and ecosystems is a priority. Wherever possible, I worked to bring organisms into the lab and students into the field for first-hand experience as the head-TA for parasitology and invertebrate zoology. In this regard, I plan to continue to teach in a style that encourages student participation, challenges them to make connections between concepts, and develops critical thinking ability, and will continue to seek out new ways to engage students.
TEACHING APPOINTMENTS:
UC Santa Barbara
- Parasitology, Head TA (Winter 2019, 2017, 2016)
- Invertebrate Zoology, TA (Fall 2018, 2015, 2014)
- Higher Invertebrates, Head TA, (Spring 2019, 2018, 2017)
- General Ecology, Co-Instructor of Record (Fall 2017)
- Parasitology, TA, (Winter 2015)
- Higher Invertebrates, TA (Spring 2014, 2015)
San Diego State University
- Biostatistics, TA (Fall 2010, 2009)
- Introduction to Biology- non-majors, TA (Fall 2008, Spring 2009)
- Environment and Society, TA (Spring 2010)
MENTORSHIP
I am committed to mentorship, and have advised many undergraduates throughout my graduate education, and look forward to advising graduate students in the future. It essential to include funding for student research in budgets, as many students cannot afford to volunteer to gain research experience. As the first person in my family to attend graduate school, I know that having even one person help you navigate the process can make a huge difference. Lack of information (that is common in households where higher education is the norm) is enough to prevent someone from pursuing their career goals due to financial fears. I have tried to pay it forward by mentoring over 20 students during my graduate work. My goal was to help them to pursue whichever path they were interested in, with full information about the paths available. I also served as a mentor for the California Alliance for Minority Participation (CAMP) and EUREKA programs, which provide stipends to undergraduates to support independent research. I discussed various career paths with my mentees, helped them develop their research, writing, and presentation skills, and brought them to scientific meetings where they presented their work.
I am committed to mentorship, and have advised many undergraduates throughout my graduate education, and look forward to advising graduate students in the future. It essential to include funding for student research in budgets, as many students cannot afford to volunteer to gain research experience. As the first person in my family to attend graduate school, I know that having even one person help you navigate the process can make a huge difference. Lack of information (that is common in households where higher education is the norm) is enough to prevent someone from pursuing their career goals due to financial fears. I have tried to pay it forward by mentoring over 20 students during my graduate work. My goal was to help them to pursue whichever path they were interested in, with full information about the paths available. I also served as a mentor for the California Alliance for Minority Participation (CAMP) and EUREKA programs, which provide stipends to undergraduates to support independent research. I discussed various career paths with my mentees, helped them develop their research, writing, and presentation skills, and brought them to scientific meetings where they presented their work.