Mentoring, Teaching, and Research Philosophy

I am deeply committed to fostering STEM identity and implementing inclusive recruitment and equity-minded mentorship strategies in my mentoring, teaching, and research endeavors.

Mentoring:

Effective mentoring begins with understanding the whole person. Using a holistic approach, my best mentoring has been grounded on friendship, shared values, and experiences. I cultivate community, belonging, and respect through shared experiences. We may go for a walk or sit outside to change the feel of the meeting, or we may discuss over lunch or a snack break. Finding a comfortable meeting space is important for feeling comfortable sharing and listening. As a mentor, my job is to listen and offer support and guidance – but mentoring goes both ways and I will learn and benefit as the relationship develops. As a mentee, your job is to practice communication and ask questions. As we build our mentoring relationship, we must be clear with boundaries and mentoring goals.

My positionality offers me a unique perspective, and I acknowledge that each mentee has their own identities, strengths, and responsibilities outside of our working relationship. I value my mentee’s interests and seek to foster ways that I can support their specific goals. I recognize that my educational and career path represents one of many possibilities for students in STEM.

Teaching:

I employ equity-minded pedagogical approaches to improve the retention of underrepresented students. I use active learning techniques, such as universal design for learning (UDL), to create an inclusive classroom environment. I embrace a growth mindset approach to assess student progress, focusing on each student's growth throughout the course. Pair-and-share activities are integrated into my lessons to encourage knowledge testing and sharing experiences with peers.

Team-based learning is a central component of many projects, fostering collaboration and reinforcing the concept of "learning by teaching" by implementing jigsaw learning. Furthermore, I design scaffolded assignments, giving students incremental steps culminating in larger projects. I provide students with rubrics outlining assignment expectations and assessment criteria to ensure clarity and transparency.

To combat stereotype threat and cultivate a strong science identity, I deliberately incorporate diverse representation in lecture slides, authorship of journal articles, and guest speakers. In a course on plant systematics, I wanted to highlight the diverse backgrounds of the first authors, so I  included a cover page for each journal article students were assigned. The cover page showed a photo of the first author, links to their social media or website, and a few poignant excerpts focusing on their research path, their research interests, and some of their accomplishments.

I use WISE interventions in the classroom to help students realize their potential and meet their goals. Early in a course, I focus on utility value by having students reflect on the usefulness or personal value of a scientific topic or study. In a course on plants and their impact on human society, I asked students to select a plant that was meaningful to them personally, culturally, or for their family. Students are asked to write about the history of the plant by describing the plant's botanical, agricultural, and cultural history.  I encouraged students to structure their assignment around a recipe that includes the plant; this may be a family recipe or one they would like to try out at home.

I encourage a growth mindset in my classroom by scaffolding assignments and providing low-stakes check-ins and quizzes. When assessing students, I assess the overall progress of the individual and seek examples that demonstrate growth and learning during the course. I aim to inspire all students and foster an inclusive learning environment by showcasing various perspectives.

Research:

In my research, I actively collaborate with two programs at UC Santa Cruz: the Center to Advance Mentored, Inquiry-Based Opportunities (CAMINO) and the Doris Duke Conservation Scholars programs. Through these collaborations, I have had the privilege of mentoring 19 undergraduate students from diverse backgrounds. Many of my mentees are first-generation college students or from low-income families, navigating the challenges of balancing coursework, research, and employment.

I maintain close relationships with my mentees, fostering an open and inclusive working environment. We meet regularly to discuss various aspects of their academic journey, including research, coursework, career aspirations, and personal goals. By providing training in scientific methods and supporting their STEM identity development, I empower my mentees to thrive. Promoting diversity, equity, and inclusion is essential for advancing scientific knowledge and striving toward a more just world.

Overall, I am dedicated to creating an inclusive and supportive learning environment, utilizing effective teaching strategies, and nurturing the growth and success of all.