Teaching Statement

Inserted flags correspond to descriptor criteria of the UK Professional Standards Framework (PSF 2023) 

I am a sixth-year PhD candidate in the Department of Biology at Duke University. My research background primarily focuses on fungal and plant interactions, biodiversity, and microbial ecology. During my graduate training at Duke University, I have gained extensive experience in teaching assistantships across a variety of departmental courses. I have taught laboratory sections, supported large lecture courses of over 200 students, and deliver occasional guest lectures. Much of my teaching occurs in hands-on laboratory environments where students are simultaneously developing conceptual understanding while learning practical lab skills. As such, my approach to teaching is centered around active engagement, transparency in learning, and respect for diverse learning styles. I aim to create learning environments where students feel comfortable asking questions, making errors, and developing confidence in their scientific abilities.

 Since many of the courses I teach are laboratory-based, lesson planning also involves balancing conceptual discussion with time-sensitive experimental protocols [A1, K2]. I structure lab sessions to alternate between short conceptual explanations, practice problems, and hands-on experimentation [A1, A2, K2]. This flexible structure allows students to immediately connect theoretical concepts from lecture with practical applications in the lab [K1]. Additionally, I design learning activities that are adaptable to different teaching formats [A1]. During periods when courses shifted between in-person and remote instruction (e.g., pandemic, inclement weather), I modified lab sessions and discussions for remote or hybrid participation using Zoom, allowing students to attend synchronously or access recordings when necessary [A1, K4, V1]. This flexibility ensured that students facing illness, travel issues, or other barriers could continue participating in the course [V1].

Lastly, I contribute to collaborative course design within large teaching teams. In courses with more than 200 students distributed across multiple lab sections, I regularly provide feedback on shared teaching modules, assignments, and grading rubrics [A1, V5, K5]. These collaborations help maintain consistency across sections while allowing instructors to refine materials based on collective teaching experience [V5].

         In addition to encouraging participation from all students, I also strive to offer individualized feedback on many fronts, including laboratory skills and graded assessments. In Gateway to Molecular Biology (an introductory course), many of the students are learning technical lab skills for the first time. Firstly, I demonstrate procedures such as pipetting, gel loading, and microbial inoculations while emphasizing proper laboratory safety and technique [A2, K2]. Then, as students practice these skills, I circulate through the room to observe their technique and provide individualized feedback [A2, K3]. This immediate feedback helps students develop confidence and accuracy in their work that ultimately benefits them for the rest of their college career [K1]. I also offer optional review sessions focused on specific laboratory skills that students often find challenging. These sessions allow students to practice techniques such as pipetting or gel loading in a lower-pressure environment before applying them during lab activities [A2, V1].

Outside the classroom, I provide regular help-desk hours and office hours where students can ask questions about course material, assignments, broader scientific concepts, or anything else on their mind [A2, A4]. In the larger courses I’ve taught for, students often need clarification on assignments. Students have repeatedly praised the benefit of these open hours, as it allows them to further engage with the material in a guided group setting, or to obtain clarification on what they specifically need help with [V2]. Additionally, I’ve found that students are more willing to engage on personal level during office hours—whether discussing my own path in science, further resources they can access, or just where the best local coffee shops are [V1, V4].

Assessing and Giving Feedback for Learning

In my teaching roles, I regularly grade weekly practice assignments and laboratory notebooks, providing detailed feedback that explains the reasoning behind point deductions and suggests strategies for improvement [A3, K3]. My goal is to ensure that grading communicates not only what students did correct vs incorrectly, but also how they can strengthen their understanding [K1]. I also pay close attention to patterns in student errors or misconceptions. If a particular concept appears frequently misunderstood, I revisit it in subsequent lab sessions or adjust my teaching materials to include additional explanations or practice problems [A1, K3].

Within large multi-section courses, I work collaboratively with other teaching assistants to ensure consistency and transparency in grading. We participate in rubric development and grade-norming discussions to align expectations across sections [A3, V5, K5]. These conversations allow instructors to compare interpretations of assignment criteria and maintain fairness for students across the course [V1].

I also use low-stakes assessments to track student progress throughout the semester [A3, K3]. Early-semester polls help me gauge students’ starting familiarity with course concepts and laboratory techniques, while follow-up surveys later in the semester allow me to measure how their confidence and understanding have developed [K3, K5]. These benchmarks provide valuable feedback for adjusting course pacing and emphasis [K5].

Supporting and Guiding Learners

To help students feel supported during their learning journey, I strive to connect with every single student. I make an effort to learn every student’s name and greet them as they arrive to class [V1]. During laboratory activities, I often check in individually with quieter students who may be hesitant to ask questions publicly, ensuring that they receive the same level of support as more vocal participants [V1, A4]. I also create welcoming learning environments by playing upbeat background music while students arrive (students know we’re getting started when I end the music), and I will frequently use humor to help keep students engaged [V2].

         Additionally, I monitor student performance throughout the semester to identify individuals who may be struggling academically [A4, K3]. If I notice significant drops in grades or attendance, I reach out to students to discuss possible challenges and help them identify strategies for improvement [A4, K3]. When appropriate, I have guided students toward university resources such as tutoring services or mental health support [A4, V4]. Across teaching teams, we regularly discuss “students of concern,” share observations about classroom engagement, and coordinate strategies for helping students succeed [A4, V5].

Engaging in Professional Development as a Teacher

As a participant in Duke’s Certificate in College Teaching (CCT) program, I have engaged with scholarship on pedagogy and explored strategies for inclusive and evidence-based teaching [A5, K2, V3]. Peer observation has been particularly valuable in refining my teaching practice. Through structured teaching observation programs, I have observed classes across several disciplines and received feedback on my own instruction [A5, K3]. Over time, this has allowed me to further improve my own teaching approaches, such as how to structure materials for student review, or keep student attention by switching between PowerPoints and white-board drawing [A5, K2].

I also regularly solicit feedback from students through mid-semester and end-of-semester surveys [A5, K5]. These surveys ask students what aspects of the course are working well for them and where they feel additional support would be helpful. I then strive to implement suggested changes, such as where to pick up the pace vs. slowing down [A5, K3].

Lastly, I regularly pursue opportunities that allow me to progress my understandings of issues in the sciences, society, academia, and overall what it means to be a student and mentor in the world today. In the past, I’ve completed a graduate course centered on IDEA (Inclusion, Diversity, Equity, and Anti-Racism) in Biology, and have participated in departmental book clubs that further explore these fronts [A5, V1, V4]. I also enjoy promoting scientific engagement with the community at large, which has consisted of judging local science fairs, participating in Darwin Day at the North Carolina Museum of Natural Sciences, leading forays through local sites, and volunteering in creek cleanups [A5, V4].

The Path Forward

My role as a teaching assistant has by far been the most enjoyable aspect of my graduate training, which has directly influenced my desired career moving forward. The various courses I’ve taught have periodically reinforced my comfort with teaching introductory biology classes for both in-person, virtual, and flipped-classroom arrangements [A2]. Overall, this experience has allowed me to develop course materials and effective teaching strategies that are tailored towards incoming students and experienced students alike. It has also sparked a deep desire to develop my own courses around subjects that I am passionate about. I would enjoy teaching traditional undergraduate subjects such as Botany, Mycology, Microbiology, Microbial Ecology, Molecular Biology and Genetics, as well as Ecology and Evolution. I feel confident in leading journal clubs and graduate seminars focusing on newest sequencing technologies and analytical pipelines. In particular, I am especially excited to develop courses centered around Ethnobotany and Ethnomycology, as well as biodiversity and conservation, which integrate biological science with cultural and environmental context.

         In all, my goal as an educator is to create a learning environment where students from all paths feel supported, challenged, and inspired to engage deeply within biology and science as a whole. Beyond mastering concepts and techniques, it is my hope that students cultivate a sense of wonder about the natural world and a deeper appreciation for the systems that sustain life on our planet. If they leave my courses seeing themselves as capable scientists and stewards of the natural world, then I will have succeeded as a teacher.