Teaching and Mentorship

Introduction

My passion for teaching was sparked while working towards my master’s degree. I taught a non-major biology lab which used insects to introduce core biological concepts. While many of my students were initially uncomfortable handling hissing cockroaches as a lab requirement, their hesitancy quickly turned to excitement as we explored the capabilities of these insects. In one lab, students tested how many steel nails their cockroaches could pull, and once the students got past their initial hesitation, it turned into a competition between the groups. What began as squeamishness soon transformed into cheering and engagement.

This experience revealed to me how creative activities and hands-on learning can captivate students, even those who had no initial interest in biology. I learned that well-designed instruction, paired with genuine enthusiasm from the instructor, can fundamentally change how students connect with course material.

This was my first teaching experience, and since then I have pursued opportunities to strengthen my teaching skills. I completed a college teaching certificate through the CIRTL program at Michigan State University and have served as a teaching assistant for twelve semesters. I have given guest lectures on insect-vectored plant pathogens; and I have developed and taught a graduate course in insect ecology (UTA), a non-majors intro biology course (Emory), and a data analysis course in R (Morehouse). These experiences have refined my pedagogical approach and shaped my teaching philosophy: I aim to create inclusive, active classrooms where students are empowered to take ownership of their learning through structured support, critical thinking, and real-world application of course concepts.

As a member of the LGBTQ+ community and a first-generation college student, I have experience dealing with barriers that can limit student success including those related to underrepresentation and unfamiliarity with academic systems. These experiences drive my commitment to equity in the classroom. I believe that effective instruction must center around students, their identities, their individual learning styles, and their individual goals. My aim is to help students build a strong foundation in scientific thinking, develop problem-solving and analytical skills, and grow in confidence as learners and researchers. I view my role not just as a source of knowledge but as a facilitator who fosters curiosity, encourages persistence, and helps students navigate complex topics.

Course instruction

To achieve these goals, I use evidence-based teaching strategies that emphasize active learning and inclusivity. In large classes (>30 students), my lectures are interspersed with peer engagement opportunities like think-pair-share1 and class discussions to maintain attention and improve understanding2. These strategies are grounded in cognitive science, which shows that students retain more information when they actively process and apply concepts. I also use low-stakes daily quizzes paired with mini-self-reflections to reinforce learning and gather feedback, which helps me identify concepts that need clarification and allows me to adapt future lessons accordingly.

In smaller courses, I employ a flipped-classroom model, asking students to read or watch short lectures before class so that we can devote in-class time to dialogue, clarification, and application3. This approach not only increases student participation but also creates space for more personalized feedback and mentoring. Assessments in my courses emphasize the synthesis and communication of knowledge, whether through research papers, group presentations, or applied projects.

Across courses, I emphasize skill-building that extends beyond content mastery, helping students interpret and critically analyze scientific literature, generate data visualizations, and communicate results effectively. For example, in a data analysis–focused R course, students can reanalyze datasets from scientific papers that interest them using new approaches and present their findings to the class. In future courses, I also plan to dedicate class time to dissecting journal articles and recreating figures from article descriptions alone to further develop skills in data interpretation and presentation, relevant to careers in science, medicine, and industry.

I also view laboratory instruction as essential for preparing students to think like scientists. I have mentored multiple undergraduate researchers and actively involve them in hypothesis-driven projects. To expand access to research opportunities, I plan to integrate Course-Based Undergraduate Research Experiences (CUREs) into my lab sections 4,5. For example, in a microbiology laboratory, students could investigate how environmental stressors influence microbial growth and Evolution. Students would develop hypotheses, collect and analyze quantitative data, and interpret results in relation to cellular processes. They would then communicate their findings through written reports and data visualizations in R. This structure encourages scientific reasoning, collaboration, and confidence in working with real data. Through this process, students would learn principles of experimental design and quantitative data analysis while engaging in authentic scientific inquiry. This approach builds confidence, fosters curiosity, and develops students’ scientific communication skills as they present their findings in written or oral formats. This structured approach to inquiry allows students to experience the research process from beginning to end, building confidence and scientific independence.

Developing Paths to Student Success

My approach to helping students succeed centers on creating a structured and inclusive learning environment where all students have the resources, clarity, and encouragement they need to thrive. Many undergraduates’ balance coursework with jobs, family responsibilities, and financial pressures, and these factors can shape how they engage with their education. As a first-generation college student, I understand how barriers such as cost, unfamiliarity with academic systems, or lack of access to resources can affect performance. My goal is to reduce those barriers wherever possible and create a classroom environment where every student can succeed.

One way I do this is by ensuring that course materials are accessible and affordable. I use freely available online textbooks, open-access readings, and instructor-created resources rather than requiring expensive materials. I also provide supplemental learning aids, including lecture slides, short instructional videos that present concepts from different perspectives, and detailed rubrics that clarify expectations, ensuring students have multiple avenues to engage with the material. These resources help students stay on track even when they are balancing full-time work or other responsibilities outside the classroom.

I also emphasize structured learning and transparency to help students chart clear paths toward success. I provide detailed rubrics and base assessments on learning objectives so that expectations are explicit and achievable. Frequent low-stakes assessments, reflection prompts, and opportunities for revision allow students to monitor their progress, learn from feedback, and build confidence. These approaches are particularly effective in helping students understand how they learn best, which supports their long-term academic growth.

Finally, I work to build an inclusive classroom culture where students feel supported and valued as individuals. I encourage students to express their perspectives and help them see how course content connects to real-world problems and opportunities. By combining equitable access to materials, structured feedback, and a supportive learning environment, I aim to help each student define and pursue their own version of success, whether that means mastering course concepts, developing research skills, or gaining confidence as a scientist.

Concluding remarks

I am excited to contribute to UNT Dallas’ mission of fostering student-centered learning and supporting undergraduate success in the biological sciences. My background prepares me to teach a diverse array of courses such as Cell Biology, Genetics, Microbiology, Ecology, Evolution, and associated laboratory sections. My teaching emphasizes helping students connect molecular and cellular processes to organismal physiology and ecological or evolutionary outcomes in ways that deepen conceptual understanding.

I look forward to offering lecture- and laboratory-based experiences that emphasize hypothesis-driven research and data interpretation, helping students develop transferable skills in scientific reasoning, quantitative analysis, and communication. I am particularly enthusiastic about mentoring students in the classroom and through course-based research experiences that promote equity in access to scientific training.

In all my courses, I will encourage students to see themselves as scientists, developing practical skills in research design, data analysis, and science communication that will serve them in professional/graduate school or their future careers. I believe that students thrive when learning is active, collaborative, and connected to meaningful, real-world questions, and I am committed to building a classroom and lab environment where every student can succeed and grow.

References

1.     Kaddoura, M. Educational Research Quarterly 36, 3–24 (2013).

2.     Bunce, D.M., Flens, E.A. & Neiles, K.Y. J. Chem. Educ. 87, 1438–1443 (2010).

3.     Ozdamli, F. & Asiksoy, G. WJET 8, 98–105 (2016).

4.     Corwin, L.A., Dolan, E.L., Graham, M.J., Hanauer, D.I. & Pelaez, N. Journal of Microbiology & Biology Education 19, 1–5 (2018).

5.     Beck, C.W., Cole, M.F. & Gerardo, N.M. Journal of Microbiology & Biology Education 24, e00210-22 (2023).