Teaching

BIO212L General Microbiology (Spring 2024)

•  In this class, I led students with no or little previous microbiology experience through a series of labs designed to teach the foundational skills and concepts of microbiology. Each class began with my presentation of the lab's main ideas and an overview of the experimental workflow. Then the students would follow the lab protocol, asking me for any clarification or guidance when they needed it. By the end of the course, students were capable of maintaining their own cultures, interpret various biochemical assay results, and design experiments to identify new or existing microbial life. 

Highlights and reflections from Course Evaluation of BIO212L General Microbiology (Spring 2024)

• On average, the students considered my instruction during this course very good.

• One student made the following comment that I think summarizes my experience as well as theirs: "I think Jameson was really great. He might not be a microbio student/major, but he did very well in understanding the material to teach us and aid us in lab. I really enjoyed having him as my TA and think he will do even better and be more confident if he chooses to TA again."

• This lab was my first time leading a course, especially one where I did not have a background in the course material, but I am much more confident in my abilities as an instructor because of this experience. 

BIOSTAT 701 Introduction to Statistical Theory and Methods I (Fall 2020)

• In this class, students learn the theoretical basis of probability and statistics. My role as an assistant was to hold office hours and grade student assignments. In office hours, students would ask me to clarify concepts in class or answer questions they had about the homework. My responses to were designed to be supportive, giving direction without providing the full answer, in a way that encouraged the student to arrive at the answers independently. 

BIOSTAT 704 Introduction to Statistical Theory and Methods II (Spring 2021)

• In this class, students continue their studies into the theoretical basis of probability and statistics. My role as an assistant was to hold office hours and grade student assignments. In office hours, students would ask me to clarify concepts in class or answer questions they had about the homework. My responses to were designed to be supportive, giving direction without providing the full answer, in a way that encouraged the student to arrive at the answers independently. 

Teaching Statement

As a dedicated educator, my primary mission is to provide students with the tools, knowledge, and self-confidence necessary to excel in my courses and in their broader academic and professional endeavors. My teaching philosophy centers on several foundational principles that guide my interactions with students, the design of my courses, and the evaluation of their educational achievements.

Setting Goals for Students:

My overarching goal is to empower students to feel both prepared and enthusiastic about addressing real-world challenges. Class assignments should equip students with problem-solving skills that will serve them in any context, from general tasks to the specific assignments of their individual interests and career trajectories. My classroom is a forum where asking probing questions is actively encouraged, fostering a culture of intellectual curiosity. Students will gain confidence in their ability to grasp complex concepts themselves and effectively articulate these ideas to their peers, becoming actively engaged in meaningful collaborations. Lessons should ignite or deepen their passion for the subject matter and to present challenges that stimulate intellectual growth in an environment where experimentation is encouraged. Students leave my class with a discerning eye and a profound comprehension of the broader context, thereby enhancing their communication skills.

Teaching Strategies:

To facilitate the attainment of these goals, I employ a diverse set of teaching strategies. For example, carefully crafted coding labs feature clearly defined objectives but allow students the autonomy to select their own paths, promoting creative problem-solving. Group presentations and paper dissections offer opportunities for students to develop teamwork skills and cultivate a deeper understanding of the subject matter. Our group meetings and check-ins, which include spontaneous elevator pitches and guidance on the productive solicitation of assistance, serve to enhance collaboration and communication skills. Lectures rely heavily on student participation, fostering a culture of inquiry by urging students to ask questions. Mock presentations and real-world data analysis exercises encourage the integration of textbook knowledge with practical applications, and I emphasize techniques for acquiring knowledge in a low-stress environment.

Assessment and Feedback:

To gauge the degree to which students are progressing towards these objectives and to ensure that my pedagogical approaches are effective, I employ a wide spectrum of assessment techniques. These methods encompass the evaluation of coding lab outcomes, peer-assessed group presentations, traditional exams, and data analysis projects executed by student teams. Furthermore, students are required to compose reflective essays outlining their comprehension of the subject matter, allowing me to gain valuable insight into their individual perspectives and educational journeys. In line with current trends in education, the pressure to perform for grades is removed in favor of the holistic evaluation of project outcomes, presentations, and the enhancement of communication skills.

Creating an Inclusive Classroom:

In my role as an educator, I am unwavering in my commitment to cultivating an inclusive classroom environment where each student feels valued and respected. My educational style prioritizes and accommodates the needs of all participants by encouraging a culture of curiosity and takes deliberate measures to ensure that no student feels marginalized or overlooked. Gender-neutral language is consistently employed, and additional time accommodations are readily available for students with specific needs. Above all, I maintain an open-door policy to provide accessible support and guidance to every student.

Qualified Courses:

My academic experience leaves me well-qualified to instruct a variety of courses across multiple departments including Biology, Biostatistics & Bioinformatics, and Computational Biology. This is representative of my commitment to cross-disciplinary instruction and collaboration. My expertise encompasses Bioinformatics, R for Biologists, Statistics for Biologists, Introduction to Basic Machine Learning, Introduction to Basic Algorithms, and Introduction to C. elegans Biology.

My role as a teaching assistant for the Introduction to Microbiology class was formative in my development as an instructor. For this lab-based course, it was my responsibility to lead students through both the concepts and the procedure of each experiment. My background in statistics never included the kind of bench techniques that these students would need my help learning, so I studied and practiced the skills quickly. However, this still required that I often consult and maintain a dialogue with the lead instructor for more specific questions and guidance. The students in this class varied in their previous exposure to the concepts discussed in the class, so the course materials had to effectively summarize the information for students with a diversity of academic backgrounds.

My areas of expertise extend to teaching Science Communication and Science Writing, with a goal of nurturing effective scientists and science communicators. I am also keen on developing and leading seminars that delve into cutting-edge research topics, thereby fostering critical thinking and further advancing our department's academic offerings.

In summary, my pedagogical approach revolves around empowering students with problem-solving prowess, sharpened communication abilities, and a knack for critical thinking. My aim is to foster inclusivity and an enduring fascination with the subject matter, enabling students to emerge as lifelong learners who are ready to tackle real-world challenges with confidence and zeal.