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I started as a teaching assistant for organic chemistry labs. I was a teaching assistant for every lab the BYU biochemistry program offered, including general chemistry, organic chemistry, analytical chemistry, protein biochemistry and DNA biochemistry. I co-lectured DNA biochemistry, and helped reorganize the course and stockroom for protein biochemistry to increase efficiency for future semesters. I also was a teaching assistant for the general chemistry lecture course. Eventually I was able to become a student lecturer for the organic chemistry lab. As a Master’s student I was a lecturer for organic chemistry lab. I also taught pre-calculus and chemistry labs at a charter school in Orem. Using that teaching experience I obtained a position as a visiting faculty member at BYU-I.
I started as a teaching assistant for organic chemistry labs. I was a teaching assistant for every lab the BYU biochemistry program offered, including general chemistry, organic chemistry, analytical chemistry, protein biochemistry and DNA biochemistry. I co-lectured DNA biochemistry, and helped reorganize the course and stockroom for protein biochemistry to increase efficiency for future semesters. I also was a teaching assistant for the general chemistry lecture course. Eventually I was able to become a student lecturer for the organic chemistry lab. As a Master’s student I was a lecturer for organic chemistry lab. I also taught pre-calculus and chemistry labs at a charter school in Orem. Using that teaching experience I obtained a position as a visiting faculty member at BYU-I.
As an instructor at BYU-I I was known by my students for my enthusiasm and approachability. I used a flipped classroom teaching model which I address further in my teaching statement. I love performing chemistry demonstrations to solidify concepts for my students and tried to include one in each class. I was also known for not needing a microphone because my voice could carry across the department. I taught general chemistry, the general chemistry lab, and general science courses. I served as the faculty advisor for the student chapter of the American Chemical Society through which I helped the students design annual demonstration shows. My faculty job was a year-to-year contract with a 3 year maximum renewal, so when I finished my tenure there my colleagues helped me apply to go to graduate school at the University of Utah.
As an instructor at BYU-I I was known by my students for my enthusiasm and approachability. I used a flipped classroom teaching model which I address further in my teaching statement. I love performing chemistry demonstrations to solidify concepts for my students and tried to include one in each class. I was also known for not needing a microphone because my voice could carry across the department. I taught general chemistry, the general chemistry lab, and general science courses. I served as the faculty advisor for the student chapter of the American Chemical Society through which I helped the students design annual demonstration shows. My faculty job was a year-to-year contract with a 3 year maximum renewal, so when I finished my tenure there my colleagues helped me apply to go to graduate school at the University of Utah.
During my Ph.D. I studied DNA quadruplexes and RNA oxidation by threading them through a protein and detecting residual current using a custom-built nanopore device. I discovered that with protein mutations I could modify my instrument to fit larger RNA:DNA duplexes, and that I could then use the mutated nanopores to detect oxidized RNA. I also used my mutated nanopores to detect bulky secondary DNA G-quadruplexes that cannot fit into the wild-type nanopores. For my post-doctoral work I have discovered how lectins can affect the phosphatase activity of CD45 in live cells using a CD45-specific fluorescent probe. I have gained mentoring experience and have learned to troubleshoot instruments, my projects, and those of my mentees. I’ve also mentored and am about to publish on my own original project on unregulated feline coronavirus antivirals that I designed and executed with a high school student this past summer. I’ve gained the knowledge and experience I need to design an exciting research plan that is appropriate and enriching to provide students with problem-solving skills for their lifelong careers.
During my Ph.D. I studied DNA quadruplexes and RNA oxidation by threading them through a protein and detecting residual current using a custom-built nanopore device. I discovered that with protein mutations I could modify my instrument to fit larger RNA:DNA duplexes, and that I could then use the mutated nanopores to detect oxidized RNA. I also used my mutated nanopores to detect bulky secondary DNA G-quadruplexes that cannot fit into the wild-type nanopores. For my post-doctoral work I have discovered how lectins can affect the phosphatase activity of CD45 in live cells using a CD45-specific fluorescent probe. I have gained mentoring experience and have learned to troubleshoot instruments, my projects, and those of my mentees. I’ve also mentored and am about to publish on my own original project on unregulated feline coronavirus antivirals that I designed and executed with a high school student this past summer. I’ve gained the knowledge and experience I need to design an exciting research plan that is appropriate and enriching to provide students with problem-solving skills for their lifelong careers.
221: Course Name
221: Course Name
Semester: Spring
Semester: Spring
Offered: 2023
Offered: 2023
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321: Course Name
321: Course Name
Semester: Spring
Semester: Spring
Offered: 2023
Offered: 2023
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421: Course Name
421: Course Name
Semester: Spring
Semester: Spring
Offered: 2023
Offered: 2023
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521: Course Name
521: Course Name
Semester: Spring
Semester: Spring
Offered: 2023
Offered: 2023
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621: Course Name
621: Course Name
Semester: Spring
Semester: Spring
Offered: 2023
Offered: 2023
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