I believe students learn best when they actively engage in the process of discovery and connect new knowledge to their own experiences. My teaching philosophy is grounded in constructivist and inquiry-based learning, and I strive to create student-centered classrooms where students build understanding through research, collaboration, reflection, and hands-on field experiences. Across biology, plant ecology, forestry, and biodiversity conservation courses, I have emphasized authentic research projects that encourage students to ask questions, analyze data, and apply scientific concepts to real-world ecological challenges. I also prioritize inclusivity, accessibility, and radical empathy in both the classroom and field to ensure all students feel supported and capable of succeeding. Through these approaches, I aim to help students develop not only scientific knowledge, but also the confidence and critical thinking skills needed for future careers in science and conservation. 

My full teaching philosophy can be found here

Teaching and learning in the outdoors can be an extremely positive experience, but at times the environment is not conducive to learning. Without requisite knowledge and resources, students may be ill-prepared for such settings. For example, students can be hot, cold, wet, bitten by mosquitoes, disturbed by passing cars, or encounter various other distractions. Additionally, some people feel uncomfortable outdoors due to marginalized experiences.

My interest in field-based education is twofold. First, I am committed to the Scholarship of Teaching and Learning in field-based courses. For example, with collaborators, we implemented a study to understand the usefulness and practicality of student-centered cooperative instruction in a field-based plant identification course. I went on to present our findings at the Society for the Advancement of Biology Education Research annual meeting.

Second, I am committed to documenting, understanding, and overcoming obstacles to field-based undergraduate research. Undergraduate research opportunities are critical to the development of young field biologists, yet many students are unable to participate for a number of reasons. I want to understand those causes to respond and mitigate them.