Teaching

Each scientist I collaborate with brings a unique perspective and skillset to our team. Similarly, in the classroom, each student possesses unique knowledge and expectations from the course. By cultivating space for scientific exploration, I aim to connect students to the course through their personal interests and goals. This connection empowers students to take on the challenges of learning new scientific techniques and ideas. 

While at Duke University, I completed the Certificate in College Teaching program. Teaching during the COVID-19 pandemic has shown me the value in flexible, creative, and compassionate teaching practices. As technology and culture shift how and what we teach, pedagogy must be treated as an adaptive and iterative process. 

Decolonizing the classroom

If we hope to teach effectively and inclusively, colonialism and white supremacy must be uprooted from the classroom. I am working to decolonize my pedagogical practices and I have benefitted from colleagues who have shared resources and challenge existing structures and ideas. Scientific training is not complete without addressing the biases present in science, introducing other ways of knowing, and discussing the role of science in understanding natural systems. In the classes I develop, I will encourage students to question who conducted the research, when, and who benefitted from that work. Taking a critical perspective enables students to not only assess the scientific rigor of what they read, but also how it is interpreted and applied in society.