Teaching Philosophy

I am a biochemist studying how cells tolerate DNA damage, using structural biology approaches to visualize the proteins that carry out synthesis in the face of damage. Understanding the molecular basis of the pathway, translesion synthesis, aims to elucidate one of the fundamental pathways involved in maintaining genomic integrity. Teaching and mentoring undergraduate researchers and first-year graduate students in the lab has been a big part of my graduate career. Helping students develop technical skills and confidence as scientists has inspired me to complete a Certificate in College Teaching. These experiences have shaped my core teaching values: making course content accessible and inclusive, creating excitement about science, and adapting my teaching through student feedback. I aim to foster classrooms where students are supported, challenged, and inspired to pursue discovery.

As a teaching assistant for an undergraduate Introduction to Biochemistry course, I designed and delivered three guest lectures during the protein biochemistry unit. Drawing on my background in structural biology, I introduced students to the impact of protein structures on drug discovery and disease research. To deepen engagement, I created an extra-credit project in which students selected a protein of interest, researched its structure, and presented its biological significance to the class. The assignment was intentionally flexible—students could use PowerPoint, make short movies, or employ creative formats such as skits—to accommodate diverse learning styles and encourage creativity (V1). I also held additional office hours to support students with both scientific content and technical tools such as PyMOL software (V2). Feedback from students demonstrated that the project enhanced their understanding of protein structure and function, while also building confidence in communicating scientific ideas. 

In the laboratory, I have designed mentored research projects for undergraduates and first-year graduate students. I break down long-term objectives into smaller milestones, such as moving from cloning a gene to expressing and purifying its protein product, to provide structure and ensure steady progress (K1). I tailor my mentorship to student needs, offering independence or closer guidance as appropriate. My goal is always to balance rigor with support, creating inclusive learning environments that promote growth and discovery (K2).

I view assessments as a way to guide learning, not just measure it. As a TA for Introduction to Biochemistry, I graded exams, quizzes, and creative projects, and I aimed to make the process transparent and equitable. To ensure fairness, I worked closely with other graders to calibrate expectations, developed clear rubrics that were shared with students in advance, and graded one question at a time to minimize bias. When grading exams, I also removed student names to reduce the influence of prior performance. Beyond assigning grades, I see feedback as an opportunity to support student growth no matter the stakes. For exams, I often provided written comments that explained not only what was incorrect, but also why, helping students identify misconceptions based on first principles. For projects, I offered both written and oral feedback, encouraging students to reflect on and think about how to improve future work. Ultimately, I use assessment as a feedback loop: my goal is to help students understand where they are, what they can build on, and how they can take the next step forward in their learning.

 At Duke, I enrolled in the Certificate in College Teaching (CCT) program to strengthen my skills as an instructor. Through the course Fundamentals of College Teaching, I explored evidence-based and equitable teaching practices, while College Teaching and Visual Communication gave me tools to document and reflect on my growth as an educator. These courses encouraged me to think critically about my own teaching style and how to adapt it to support diverse learners, both in the classroom and in the laboratory (V3). A particularly valuable component of CCT was the Teaching Triangles program, where small groups of teaching assistants observed one another’s classes and exchanged structured feedback (K3). My peers noticed that my students were hesitant to ask questions, and suggested strategies to encourage participation. In response, I implemented an anonymous online poll that students could use during lectures. This immediately increased engagement, as students submitted thoughtful clarifying questions that I could address in real time (V2, K4). The experience highlighted the importance of feedback and reflection in teaching, and it reinforced my commitment to creating accessible and inclusive environments. Through professional development, I have learned to view teaching as a continually evolving practice, shaped by evidence, collaboration, and responsiveness to student needs.

Across my teaching experiences, I strive to foster curiosity, independence, and creativity. Whether in the classroom, the lab, or through science communication, I have learned that making complex subjects accessible and welcoming is key to engaging students and supporting their success. I design activities that invite exploration and creativity such as student-led projects or flexible presentation formats, while also providing structure through clear expectations and feedback. My goal is to help students not only master content but also build confidence as independent thinkers. I see teaching as a partnership: I provide support and tools, from study strategies to one-on-one mentorship, while encouraging students to take ownership of their learning. Consistently, my values of accessibility, ownership, and care guide my approach. Ultimately, I hope students leave my courses not only with disciplinary knowledge, but with the skills and curiosity to keep asking questions and pursuing discovery throughout their lives.

Looking ahead, I see teaching as an evolving practice that grows alongside my research and professional development. I am excited to design courses that bridge biochemistry with real-world impact, such as “Proteins and Drugs,” which would trace the development of ten landmark pharmaceuticals, or a course on scientific storytelling that combines structural biology with figure design and communication. To strengthen these approaches, I plan to expand my skills with visualization tools like PyMOL and Adobe Illustrator, which would help me and my students create clearer and more engaging representations of science. I also plan to continue professional development through completing the Certificate in College Teaching and engaging with programs such as Preparing Future Faculty. Long term, I want to integrate my research into the classroom, whether through student-designed graphical abstracts of lab work or mini-projects based on real experimental methods, so students experience discovery firsthand.

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