Teaching experience
- Instructor of Record -
- 2016 - University of New Mexico, Molecular Cell Biology
- 2017 - University of New Mexico, Molecular Cell Biology - hybrid online/classroom components
- 2018 - Southwestern Indian Polytechnic Institute, Introductory Biology - lecture & lab
- 2018 - Southwestern Indian Polytechnic Institute, Biology for Health Sciences - lecture & lab
- 2016 - University of New Mexico, Molecular Cell Biology
- Teaching Assistant -
- 2012 - University of Cincinnati, Biology I: Molecules, Cells, and the Foundation of Life Laboratory Section
- 2013 - University of Cincinnati, Biology II: Evolution, Physiology, and Ecology Laboratory Section
- 2017 - University of New Mexico, Genome Editing
- 2012 - University of Cincinnati, Biology I: Molecules, Cells, and the Foundation of Life Laboratory Section
- Teaching Mentorship -
- 2014 - University of Cincinnati, Dr. Kathryn Rafferty, Genetics and Cell Biology
- 2017 - Southwestern Indian Polytechnic Institute, Todd Nims, Introductory Biology
- 2014 - University of Cincinnati, Dr. Kathryn Rafferty, Genetics and Cell Biology
- Guest Speaker -
- 2014 - Boonshoft School of Medicine, Wright State University, "Paradise Outbreak Scenario - Biologist"
- 2015 - University of New Mexico, PREP "Graduate Teaching Skills"
- 2017 - University of New Mexico, PREP "What to take with you"
- 2014 - Boonshoft School of Medicine, Wright State University, "Paradise Outbreak Scenario - Biologist"
- Field Assistant -
- 2017 - University of New Mexico, Marie Westover, Drivers of Distribution and Density
- 2017 - University of New Mexico, Marie Westover, Drivers of Distribution and Density
- Laboratory Mentoring -
- 2011-present - Benjamin Snyder, Colleen Perfect, Praveen Paudel, Daniel Wilson, Genesis Garay
- 2011-present - Benjamin Snyder, Colleen Perfect, Praveen Paudel, Daniel Wilson, Genesis Garay
I have had an interest in teaching at the undergraduate level since I was an undergraduate student myself. Although I love biomedical research and working at the bench, my passion has always been for nurturing others to love science and the amazement of discovery.
As a graduate student who knew when entering graduate school that she wanted to teach undergraduate biology, I have had to find many of my own opportunities throughout graduate school to gain the experience in teaching which would benefit my future students.
In the Waxman lab, I had the opportunity to mentor summer trainees in the laboratory which allowed me to gain experience in teaching practical laboratory techniques as well as explaining the relevant theory behind the equipment, techniques, and small project on which the student was working.
I had the opportunity to TA an introductory Biology Laboratory section at University of Cincinnati for two semesters. This position put me in charge of all teaching and contact time for a class of 22-24 students. These inquiry based labs were developed and formatted by a faculty supervisor and consistency between sections is overseen by a faculty supervisor. However, quizzes and classroom intervention practices were developed by myself. Through this opportunity I was able to gain experience managing a class, giving lecture material, setting up and orchestrating a class laboratory experiment, and helping students and small groups devise experimental questions and procedures using the scientific method.
During my time at the University of Cincinnati, I had the privilege of taking part in the Preparing Future Faculty program. This program allowed me to take coursework on course design, attend workshops and discussions on teaching techniques and technologies, pedagogy, and classroom engagement and management, and teach under a faculty mentor to get feedback on my teaching techniques and style.
As a post-doctoral fellow in the lab of Dr. Richard Cripps at the University of New Mexico, I have had the opportunity to mentor undergraduate students. This included creating and leading projects that would be manageable both over a full-time summer internship as well as during the semester while students also had classes, volunteer activities, etc. I had full training responsibility for these students, teaching basic lab safety and lab skills, project research and development, genetic and developmental theory, data generation and analysis, and scientific communication and professionalism.
After joining the ASERT-IRACDA post-doctoral fellowship program I not only received continued research mentorship in Dr. Richard Cripps' laboratory, but was also able to develop my teaching skills further through mentored teaching at Southwest Indian Polytechnic Institute (SIPI), a minority serving institution in New Mexico. At SIPI I was able to observe teaching techniques for a unique population of students, many of whom are first generation college students. I had the opportunity to lead several lectures and labs for the Introductory Biology course at SIPI.
During my time at the University of New Mexico, I also had the opportunity to develop and teach a summer intensive Advanced Cell Biology course of 20-30 students with a focus on using primary literature to learn about the cellular basis of human disease. This course was taught with a combination of lecture, active learning, group work, student presentations, and student discussions. The second year it was taught we moved to a hybrid format. Student comments revealed that they enjoyed these varied techniques which allowed them to practice both their strengths and weaknesses while learning material during the course.
Statement of Teaching Philosophy
Sample Course Documents
Professional Development
Student Learning and Teaching Evaluations
As a graduate student who knew when entering graduate school that she wanted to teach undergraduate biology, I have had to find many of my own opportunities throughout graduate school to gain the experience in teaching which would benefit my future students.
In the Waxman lab, I had the opportunity to mentor summer trainees in the laboratory which allowed me to gain experience in teaching practical laboratory techniques as well as explaining the relevant theory behind the equipment, techniques, and small project on which the student was working.
I had the opportunity to TA an introductory Biology Laboratory section at University of Cincinnati for two semesters. This position put me in charge of all teaching and contact time for a class of 22-24 students. These inquiry based labs were developed and formatted by a faculty supervisor and consistency between sections is overseen by a faculty supervisor. However, quizzes and classroom intervention practices were developed by myself. Through this opportunity I was able to gain experience managing a class, giving lecture material, setting up and orchestrating a class laboratory experiment, and helping students and small groups devise experimental questions and procedures using the scientific method.
During my time at the University of Cincinnati, I had the privilege of taking part in the Preparing Future Faculty program. This program allowed me to take coursework on course design, attend workshops and discussions on teaching techniques and technologies, pedagogy, and classroom engagement and management, and teach under a faculty mentor to get feedback on my teaching techniques and style.
As a post-doctoral fellow in the lab of Dr. Richard Cripps at the University of New Mexico, I have had the opportunity to mentor undergraduate students. This included creating and leading projects that would be manageable both over a full-time summer internship as well as during the semester while students also had classes, volunteer activities, etc. I had full training responsibility for these students, teaching basic lab safety and lab skills, project research and development, genetic and developmental theory, data generation and analysis, and scientific communication and professionalism.
After joining the ASERT-IRACDA post-doctoral fellowship program I not only received continued research mentorship in Dr. Richard Cripps' laboratory, but was also able to develop my teaching skills further through mentored teaching at Southwest Indian Polytechnic Institute (SIPI), a minority serving institution in New Mexico. At SIPI I was able to observe teaching techniques for a unique population of students, many of whom are first generation college students. I had the opportunity to lead several lectures and labs for the Introductory Biology course at SIPI.
During my time at the University of New Mexico, I also had the opportunity to develop and teach a summer intensive Advanced Cell Biology course of 20-30 students with a focus on using primary literature to learn about the cellular basis of human disease. This course was taught with a combination of lecture, active learning, group work, student presentations, and student discussions. The second year it was taught we moved to a hybrid format. Student comments revealed that they enjoyed these varied techniques which allowed them to practice both their strengths and weaknesses while learning material during the course.
Statement of Teaching Philosophy
Sample Course Documents
Professional Development
Student Learning and Teaching Evaluations