Teaching

My teaching philosophy centers around preparing students to be more informed global citizens. Informed citizens should be eager to learn new information, processing the world around them with a critical eye in the context of what they already know to be true. Instead of using more traditional forms of pedagogy in the classroom or lab, I focus on transforming my students’ views of science, from a discipline carried out in laboratories under strict protocols to a process that is constantly happening around us. I always help my students realize that scientists are people just like them, grappling with new data to find meaning or uncover new truths. By telling the story of science—as a discipline conducted by real people living in the real world—my goal is to convey my passion for the topics that I teach while engaging students to become informed citizens.

I have had the opportunity to teach over 1,300 students in a variety of formats, from large lecture-style courses in traditional environments, to smaller labs that involve hands-on learning, and even immersive classes abroad that challenge students to think like scientists in real-world scenarios. In the changing world of higher education, my students all have stories and backgrounds of their own, and they are in different stages of their lives. Besides being able to adapt my teaching strategies to various classroom environments, I must also be sure that learning objectives are student-centered and equally accessible. 

My career teaching goals include reaching learners outside the university setting, and I work towards these goals by actively participating in events in the broader educational community that are synergistic with my on-campus teaching and research activities. I am a regular contributor to the Skype-a-Scientist program, engaging K-12 classrooms around the country. I have also contributed content to TED-Ed, an online platform that reaches millions of students annually. Through my work on the Education Committee of the Elephant Managers Association, I develop lesson plans that can be used in formal settings (i.e., classrooms) and informal settings (e.g., zoos) to engage students in conservation science.

CourseS I have taught or co-taught include:

George Mason University: Introductory Biology I Lecture, Survey of Biodiversity and Ecology (BIOL 102); Introductory Biology II Lecture for Non-majors (BIOL 107); Introductory Biology I and II Labs for Non-majors (BIOL 103/104/106); Animal Behavior Lab (BIOL 473)

Smithsonian-Mason School of Conservation: Statistics for Ecology and Conservation Biology (CONS 625/SMSC 501)

Western Kentucky University: Biological Systems of South Africa (BIOL 334); General Biology Lab for Non-majors (BIOL 114); Cells, Metabolism, and Genetics Lab (BIOL 121); Evolution, Diversity, and Ecology Lab (BIOL 123).

Canisius College: Behavioral Research Methods at the Buffalo Zoo; Ecology, Evolution, and Population Biology (BIOL 111L); Organismal Biology (BIOL 112L)