In the Classroom

I aspire to cultivate in my students a deep appreciation for the rich diversity that surrounds us—not only as something to admire, but as a window into the complex ecological and evolutionary processes shaping our world. Learning, in my view, is a continuous journey that extends far beyond grades or assignments. Through my experiences as a teaching assistant in a variety of courses, I have come to understand that every activity and interaction in the classroom offers valuable opportunities to develop skills essential for lifelong success.

My teaching approach is adaptive and student-centered. At the start of each semester, I assess the needs and prior knowledge of my students to tailor my instruction accordingly. By creating a supportive and dynamic learning environment, I encourage engagement, critical thinking, and collaboration, empowering students to take ownership of their education.

Reflection is central to my growth as an educator. I continually seek feedback from students and colleagues, and I use these insights to refine my teaching strategies. This reflective practice ensures that I remain responsive to the evolving needs of my students and committed to continuous improvement.

Teaching brings me both joy and purpose. Beyond imparting academic knowledge, it is an opportunity to nurture personal growth, resilience, and confidence in my students. I strive to create safe, transparent classrooms where we can learn from mistakes together and foster a shared commitment to growth. Ultimately, my goal is for students to leave not only with deeper understanding but also with the confidence and leadership skills to effect positive change in their communities and beyond.

Courses Taught:

• ZL 2009 – Principles of Ecology | Semester 2, 2020 | ~30 students

• ZL 1010 – Animal Behavior | Semester 2, 2020 | ~30 students

• ZL 1008 – Variety of Animal Life | Semester 2, 2020 | ~120 students

• ZL 2011 – Biosystematics | Semester 2, 2020 | ~30 students

• ZL 2010 – Animal Form & Function | Semester 1, 2020 | ~120 students

• *ZL 4063 - Ornithology | Semester 2, 2020 | 10 students

• EN 2008 – Fundamentals of Environmental Management | Semester 1, 2020 | ~30 students

Responsibilities:

• Led multiple lab sections, facilitating hands-on experiments ranging from microscopy to fieldwork.

• Demonstrated techniques in specimen identification, biological drawing, and live animal handling.

• Guided students in designing and conducting mini research projects; provided mentorship and feedback.

• Graded lab reports, exams, and projects; conducted review sessions and supported student learning through one-on-one help.

• Promoted the application of ecological and physiological principles to real-world environmental and scientific contexts.

*- Only contributed to the Field Studies. Shared knowledge of bird study techniques and field sampling methods

• “Kavy made participation feel very casual, and I wasn’t anxious to raise my hand or ask questions. The overall vibe was light and friendly, which made lab feel a lot less high-stakes.”
  — Spring 2025, Evolution student

• “Kavy was always prepared for lab and used slides to explain key concepts and ideas that directly supported our lab experiments each day.”
  — Spring 2025, Evolution student

• “Kavy kept in constant communication before and after labs, which helped us prepare and eased the stress of long lab sessions. She also brought a positive attitude that made even the longer labs easier to sit through.”
  — Fall 2024, Evolution student

• “Walking through the lab manual and explaining what the commands meant helped me learn how to write code and understand why we were doing each step.”
  — Spring 2023, Foundations of Biology student

• “Kavy gave honest and constructive feedback, helped me through challenges in my mini research project, and always went the extra mile to ensure we understood the course content and more. She was available for advice at all times.”
  — 2020, Principles of Ecology student (Held Online)

Despite these barriers, I was committed to creating an inclusive and supportive learning environment. I prepared accessible reading materials, recorded additional lectures for students to review at their own pace, and consistently checked in on their progress with mini research projects. I also offered extra support to those who needed help navigating online platforms or understanding core concepts. While these steps may seem default today, at the time, they were new and unfamiliar—not just to students, but to instructors and TAs alike.

One major loss for students during the pandemic was the absence of hands-on field experience. To address this, our teaching team created a video series simulating fieldwork at the Bundala National Park, the default National Park field site. In this series, I co-presented an educational segment explaining how eutrophication has impacted its ecosystems. I also introduced students to research methods, with recorded segments on record keeping and basic statistical techniques—practical skills they would typically gain in the field.

This experience taught me the importance of flexibility, compassion, and innovation in teaching, especially during times of uncertainty. It also reinforced my belief that even in the most challenging circumstances, learning can remain meaningful, accessible, and deeply human.

Here’s what students shared during that challenging but transformative semester:

• "This was a difficult time for all of us, with everything happening online. It was a period when teacher–student relationships often grew distant—but Kavy never let that happen."

— 2020, Principles of Ecology student (Held Online)

• "Kavy gave prompt, detailed, and personalized feedback on every assignment and report, which was incredibly helpful in deepening our understanding of the course content. She also held extra sessions and meetings to support us with our research and assignments. The time she spent individually discussing our progress and challenges made a real difference."
  — 2020, Principles of Ecology student (Held Online)

• "Kavy took the time to learn about each of us individually, gave us opportunities to solve our problems, explained concepts clearly, and consistently encouraged us."
  — 2020, Principles of Ecology student (Held Online)

• "Kavy kept us updated, carefully reviewed our work, and supported our studies by providing supplementary materials and technical knowledge throughout the course."
  — 2020, Principles of Ecology student (Held Online)

GRAD 8200: Practicum for Future Faculty

Center for Educational Innovation | UMN

• Developed hands-on teaching experience and professional development focused on faculty roles, institutional cultures, and academic careers in higher education.

Designing AI-Aware Assignments

Center for Educational Innovation | UMN

• Explored how to (re)design assignments in light of generative AI by examining how these tools can both support and impede learning, considering implications for assessment, and sharing AI-aware assignment examples across disciplines. 

Researching, Reading, & Writing in the AI Era

Writing Across the Curriculum | UMN

• Explored effective strategies for helping students develop core skills in searching for, critically reading, and writing with sources while thoughtfully integrating generative AI.

Alternative Grading Community of Practice

Center for Educational Innovation | UMN

• Learned and discovered new ways to think about grading beyond traditional practices and associated stigma, emphasizing clear standards, meaningful and actionable feedback, indicators of student progress, opportunities for revision without penalty, and the role of community-based, cross-disciplinary collaboration in supporting equitable grading and student growth.

Artificial Intelligence and Academic Integrity
Teaching Support | UMN

• Learned strategies for engaging students in conversations about GenAI use, explored the current state of AI detection tools, and reviewed best practices for citation, assignment design, and handling cases of suspected misuse.

Assigning and Assessing Student Writing: Workshop for Graduate Student Instructors 

Teaching with Writing Program - Writing Across the Curriculum, UMN

• Worked with instructional consultants to review and discuss the components of effective writing assignments, design writing-to-learn activities, and both develop and refine responding and grading strategies. 

Bloodborne Pathogens Annual OSHA Requirement

Health, Safety, and Risk Management, UMN

• Acquired knowledge that would help to reduce your risk of exposure to bloodborne pathogens in the workplace.

Digital Accessibility Badging Program

Office for Digital Accessibility (ODA), UMN

• Gained knowledge of digital accessibility principles and their importance in inclusive design. Learned practical strategies for creating accessible presentations, documents, web content, and Canvas courses, ensuring compliance with accessibility standards and enhancing usability for diverse audiences. See Credentials; Accessible Slides, Accessible Documents

Emergency Response/First Aid

Health, Safety, and Risk Management, UMN

• Gained knowledge related to OSHA Emergency Procedure requirements and general first aid practices.

Equity Certificate Hosted Online (ECHO) Foundations

Office for Equity & Diversity Education Program, UMN

• Explored frameworks for understanding diversity, equity, and inclusion through intellectual learning, emotional processing, and practical skill-building. Engaged in reflective exercises and strategies for inclusive teaching and communication. See Credentials 

GenAI + U: An Instructor’s Guide to AI Literacy

Teaching Support | UMN

• Developed essential AI literacy by progressing from foundational concepts to a critical understanding of ethical considerations—including bias, data privacy, and academic integrity—and gained hands-on proficiency with UMN-approved Generative AI tools.

Health, Safety, and Risk Management Training, Safety in the Research Lab

Health, Safety, and Risk Management, UMN

• Learned about the principles of safety that must be followed and who will assist with being safe and compliant in research, the Infrastructure that supports and maintains research safety at the University, and the relevant regulations.

Inclusive STEM Teaching Project

Center for Educational Innovation | UMN

• Completed the Fall 2025 Inclusive STEM Teaching Project, an 8-week program focused on developing and implementing inclusive teaching practices in higher education. Gained experience with DEI concepts and explored instructor and student identities in STEM.

Integrating GenAI into Assignments and Exploring the Pedagogical Implications

Writing Across the Curriculum, UMN

• Gained hands-on experience in evaluating when and how generative AI can be ethically and effectively used in student assignments or projects. Learned to draft clear GenAI policy statements that communicate usage guidelines and underlying principles to students.

Mutualism: Art + Biology Symposium

UMN & Lake Forest College

• Learnt about bringing the practice of art into learning to improve engagement and understanding among college students 

Teaching in Times of Crisis 

Office for Equity & Diversity | UMN

• Gained strategies and frameworks to respond effectively during challenging times and create classroom spaces that foster care, connection, and deeper learning. Practiced somatic, pedagogical, and intervention approaches and planned actionable steps to integrate these practices into teaching, labs, and team settings.

Teaching in Globally Diverse Classes Microcredential

Office of Curriculum Internationalization, UMN

• Explored strategies to internationalize courses and improve classroom experiences for global learners. Developed inclusive teaching practices to support culturally diverse student populations. See Credentials 

Teaching with Writing in the Age of AI Winter Workshop

Writing Across the Curriculum, UMN

• Learnt to (re)design writing assignments to either encourage or discourage AI use, promote student fluency, revision, and reflection with AI tools, and craft clear AI policies for classroom use. Also learnt to communicate these policies effectively to students and facilitate thoughtful discussions about appropriate AI use.

Active Lecturing - Small Changes that Make a Big Difference

Center for Educational Innovation, UMN

• Learnt about interactive lecturing; strategies for asking questions; audience response systems and questions, and their use with peer instruction; and handouts and note taking during and after lectures.

Be Present Online: Communication With Students

Center for Educational Innovation, UMN

• Learnt about overall planning approach and several specific strategies to work toward effective communication with and among students. Cognitive Load: Maximizing Student Learning While Minimizing Cognitive Load | Center for Educational Innovation, UMN

• Learnt about limitations on human memory and attention can influence students' ability to learn in the classroom, and how to deliver the material without overloading the students' cognitive capacity.

Exemplary Online Teaching

Center for Educational Innovation, UMN

• Learnt about best practices and effective strategies in online teaching.

Educational Psychology Graduate Minor

Department of Educational Psychology, UMN

• Studied key concepts in memory, cognition, and psychological factors that influence learning. Gained strategies to overcome learning barriers and serve as an effective facilitator in diverse classroom settings.

GRAD 8101 – Teaching in Higher Education

Center for Educational Innovation, UMN

• Engaged with pedagogical approaches and reflective teaching practice to become a more responsive instructor. Gained experience in active learning, inclusive pedagogy, and facilitating student-centered discussions. 

Getting Feedback You Can Use

Center for Educational Innovation, UMN

• Explored a variety of ways to get useful, timely feedback that can help facilitators improve their instruction and help improve the students’ learning.

Inclusive Teaching for the Multilingual Classroom

Minnesota English Language Program, UMN

• Explored the challenges faced by multilingual learners in academic environments. Learned practical strategies to make content delivery more inclusive and accessible for students using English as an additional language. 

Mental Health Advocate Certificate Program

Boynton Health, UMN

• Completed training focused on supporting individuals experiencing mental health challenges. Developed an understanding of mental health systems, advocacy strategies, and effective communication to support students and peers. 

Mitigating the Mid-Semester Doldrums

Center for Educational Innovation, UMN

• As we near the mid-point of the semester, both student and instructor energy can lag. Explored ways to bring that energy back and to carry it through until the end of the semester.

Presentations That Stick

Center for Educational Innovation, UMN

• Explored how presentation structure and other strategies help gain and maintain attention, and how to design slides and related materials. Also discussed how to integrate short activities to keep students focused and engaged, and to help them learn more effectively.

Small Teaching Changes in Times of Burnout

Center for Educational Innovation, UMN

• Explored the challenging realities that instructors and students face, and how to provide concrete, achievable strategies for small, high-impact teaching strategies to implement, given these realities. 

Teaching Assistant and Postdoc Professional Development Program

Center for Educational Innovation, UMN

• Learned about timely pedagogical topics related to course design, delivery methods, assessment strategies, and contemporary issues impacting students. Applied insights from learning sciences to create more engaging and effective classrooms. See Credentials

Teaching for Student Wellbeing Program

Center for Educational Innovation, UMN

• Examined the role of instructors in supporting student mental health. Identified strategies to reduce unnecessary academic stress, apply accommodations effectively, and foster a supportive learning environment. 

Transparent Assignment Design

Center for Educational Innovation, UMN

• Learned to systematically apply three key components of transparent assignment design: purpose, task, and criteria for success, and make assignments clearer and more equitable for students

Trauma-Informed Teaching and Learning in Higher Education

Center for Educational Innovation, UMN

• Got introduced to empirically-based trauma-informed teaching and learning practices that provide structure and support for all students, particularly students exposed to or impacted by.

Biological Safety in the Laboratory

University Health and Safety, UMN

• Provided an overview of the information that needs to stay in compliance with the policies and requirements of the Institutional Biosafety Committee (IBC) and the University's Biosafety Program.

CBS Teaching Assistant Required Training

College of Biological Sciences, UMN

• Explored topics around understanding the role and responsibilities as a TA, policies that impact teaching, developing strategies for leading a class session, and being prepared to handle situations that could arise during class or lab

Fundamentals of Disability Accommodations and Inclusive Course Design

Office for Equity and Diversity, UMN

• Learned about understanding disability and reasonable accommodations, providing reasonable accommodations for disability, and inclusive course design.

Implementation of NIH Recombinant and Synthetic Nucleic Acids Guidelines

University Health and Safety, UMN

• Got familiarized with the NIH Guidelines for Research Involving Recombinant or Synthetic Nucleic Acid Mollecules

CBS Teaching with Writing Teaching Assistant Workshop

College of Biological Sciences, UMN

• Got introduced to concerns in students' writing, how to respond to students for revision, and evaluating assignments

Fundamentals of Disability Accommodations and Inclusive Course Design

Office for Equity and Diversity, UMN

• Learned about understanding disability and reasonable accommodations, providing reasonable accommodations for disability, and inclusive course design.

Introduction to Psychology

University of Toronto

• Explored foundational topics in human development, learning, behavior management, and mental health disorders. Gained an understanding of the psychological principles underlying behavior and cognitive processes. See credentials

Leadership and Emotional Intelligence

Indian School of Business

• Studied team leadership, conflict management, collaboration, and decision-making grounded in emotional intelligence. Developed practical skills to navigate interpersonal dynamics and lead with empathy in high-stakes academic and professional environments. See credentials

Psychological First Aid

Johns Hopkins University

• Learned techniques in stress management, interpersonal communication, crisis intervention, and emergency response. Built foundational skills to provide initial psychological support and promote emotional stability during high-stress or traumatic situations. See credentials