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 adopt a growth mindset approach to assess student progress, focusing on individual growth over the quarter/semester. Pair-and-share activities encourage students to test their knowledge and exchange perspectives with peers. I also offer mid-course student surveys to check in with student needs and assess learning outcomes.
Team-based learning is a core aspect of my classes, fostering collaboration and reinforcing the concept of "learning by teaching" through jigsaw learning techniques. Additionally, I design scaffolded assignments, guiding students step-by-step toward completing larger projects. To promote clarity and transparency, I provide rubrics that outline assignment expectations and assessment criteria.
To counteract stereotype threat and strengthen science identity, I ensure diverse representation in lecture materials, readings, and guest speakers. In a plant systematics course, I featured the diverse backgrounds of lead authors on assigned journal articles. I created cover pages for each article that included the author’s photo, links to their social media or website, and a few excerpts on their research path, interests, and achievements. Additionally, I helped organize a job panel with diverse professionals in plant science-related careers, which is now a permanent feature of the course.
I use data-driven approaches (e.g., wise interventions1,2) to empower students to recognize their potential and pursue their goals. Early in a course, I focus on utility value by prompting students to reflect on the relevance or personal significance of a scientific topic. For example, in a course on plants and their impact on human society, I ask students to select a plant with personal, cultural, or familial significance. They explore the plant's botanical, agricultural, and cultural history and are encouraged to organize their work around a recipe featuring the plant, which could be a family recipe or one they are eager to try.
I cultivate a growth mindset in my classroom through scaffolded assignments, low-stakes check-ins, and quizzes. My assessments prioritize each student’s overall progress and emphasize examples demonstrating their learning trajectory throughout the course. I aim to inspire all students by showcasing diverse perspectives and fostering an inclusive learning environment.
MENTORING
My best mentoring practices are rooted in shared values and community development. I foster a sense of belonging and respect through shared experiences and team-building exercises. For example, my meetings with mentees may occur in outdoor settings that encourage comfortable, open conversation. As a mentor, I prioritize listening and offering guidance and support, while also learning and growing through our relationship. I promote effective communication with my mentees and encourage them to ask questions regularly. Establishing clear expectations and mentoring goals using individual mentoring plans is essential to building a productive and respectful relationship.
In my Ph.D. research, I collaborated with the Center to Advance Mentored, Inquiry-Based Opportunities and the Doris Duke Conservation Scholars programs, initiatives at UC Santa Cruz to recruit researchers from underrepresented student groups. Through these collaborations and my recruitment efforts, I have had the privilege of mentoring 26 undergraduate students from diverse backgrounds. Many of my mentees are first-generation college students or from low-income families, balancing coursework, research, and employment.
My positionality offers me a unique perspective, and I acknowledge that each mentee has distinct identities, strengths, and responsibilities outside of school. I am committed to supporting my mentees' unique goals and aspirations. I recognize that my educational and career path is just one of many options available to students in STEM, and I am fully supportive of the diverse paths (e.g., education, industry, non-profit, or government) my mentees pursue.
I maintain positive relationships with my mentees, fostering an open and inclusive working environment. Our regular meetings cover 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. For me, advancing diversity, equity, inclusion, and belonging is essential to enriching scientific knowledge and working toward a more just world.
TEACHING RESOURCES
At UC Santa Cruz, I have invested in inclusive pedagogy training. I leveraged the resources of our Teaching and Learning Center as well as intra-departmental courses on teaching pedagogy, mentoring, and diversity, equity, inclusion, and belonging. I come from a department that highly values teaching excellence and promotes inclusive, anti-racist, and accessible teaching for TAs and instructors of record. I have a Graduate Certificate in Equity-Minded Mentoring and have been asked to present in department workshops on mentoring up and WISE interventions for teaching.
I am committed to teaching and mentoring and have a strong track record for cultivating young scientists. From my core values and educational training, I am dedicated to creating an inclusive and supportive learning environment, using effective teaching strategies, and nurturing the growth and success of all.
Walton, G. 2014. The new science of wise psychological interventions. Curr. Direct. Psychol. Sci. 23, 73–82. https://doi-org.oca.ucsc.edu/10.1177/0963721413512856
Walton, Gregory M., and Timothy D. Wilson. 2018. Wise interventions: Psychological remedies for social and personal problems. Psychological review 125:5, 617-655. http://dx.doi.org/10.1037/rev0000115