Courses taught
Marine Conservation Biology - Dauphin Island Sea Laboratory - Summer 2023, Instructor
Applied Multivariate Statistics - University of South Alabama - Spring 2022, Instructor
Writing for Biologists - University of South Alabama - Fall 2022, Fall 2023 Instructor
Global Change Biology & Psychology – University of South Alabama – Sp 2021, Sp 2022, Sp 2023, Instructor
Biology Education: Theory & Practice – University of South Alabama – Sp 2021, Sp 2023, Instructor
Ecology - University of South Alabama - Fall 2022, Fall 2023, Instructor
Ecology & Evolution – University of South Alabama – Fall 2020, Fall 2021, Instructor
Marine Botany – Dauphin Island Sea Laboratory – Su2020, Su 2021, Su 2022, Su 2023, Instructor
Conservation Biology – University of South Alabama – Sp 2020, Fall 2020, Fall 2021, Fall 2022, Fall 2023, Instructor
R for Biologists – University of South Alabama – Sp 2020, Instructor
General Biology Lab I – University of South Alabama, Fall 2019, Instructor
Biological communications & energetics – University of Saint Thomas, Sp 2019, Instructor
Genetics, ecology, & evolution – University of Saint Thomas, Fall 2018, Instructor
Field Ecology – Rocky Mountain Biological Laboratory, Su 2017, Instructor
Biostatistics in R - Rocky Mountain Biological Laboratory, Su 2016, Su 2017. Instructor
Commitment to Teaching
My journey into science was facilitated by passionate mentors and dedicated teachers. These early mentors helped me transform from a lost, first-generation college student to an individual that completed a PhD and dedicate themselves to education and mentorship of the next generation of informed citizens. My mentors and experiences as a student have shaped my approach to teaching, ignited a passion to increase gender, socio-economic, and cultural diversity within STEM disciplines, and defined my role as a motivator, educator, and mentor. To put this into practice, I have worked to improve science education from elementary through post-secondary education. For example, I established an active outreach program in elementary schools to increase the excitement and interest in biology and I collaborated with teachers from under-resourced high school schools to introduce inquiry-based, student-centered lab activities. Within my own classroom, I combine interactive lectures, in-class activities, and small group discussions to encourage student creativity and engagement in the scientific process.
Approach to Teaching
I have taught and developed curriculum for a wide variety of courses including introductory mycology, general biology, field ecology, biostatistics, and college algebra. These diverse classroom experiences have given me the confidence and ability to incorporate active-learning principals in a wide-breadth of subject areas and courses. My approach to teaching stimulates: 1) student creativity and critical thinking skills, 2) written and oral communication skills, and 3) collaborative and independent problem-solving skills. Below, I outline my approaches and provide specific examples in two undergraduate courses that I previously taught that provide specific examples from a traditional classroom setting as well as within a field-centered course.
Commitment to fostering diversity within my research group
My experiences as a student, mentor and advocate have ignited a passion to increase gender, socio-economic, and cultural diversity within STEM disciplines. For me personally, my transition from first generation college student to earning a PhD was difficult and painful but extremely empowering. I often felt alone, lost, and excluded trying to navigate the academic ladders and when comparing myself to the peers that surrounded me. These experiences taught me first-hand the importance of active mentorship and community-building in helping under-represented groups break through those glass ceilings in STEM disciplines. This has pushed me to establish 1) a within-course research program to better understand how facets of student identity shape inclusivity and comfort in active learning classrooms, 2) recruiting and 3) actively mentoring students from under-represented groups.
Active research to improve active-learning classrooms for all students
I am currently collaborating within the EDU-STEM network to investigate how hidden identity (gender, orientation, religiousness, first-generation college student status, commuter status, cultural background) impacts student learning within active-learning classrooms. This work has highlighted some of the challenges and difficulties students from marginalized groups face in how they approach group work, the pressure to conform to the ideas and opinions of their peers, and their comfort speaking and participating during active learning classrooms. This research has been incredibly valuable for shaping my approach to teaching and mentorship.
Commitment to Promoting Diversity
My experience observing patterns of natural biodiversity, measuring the benefit of diverse ecosystems and the impact of biodiversity loss on ecosystem functioning has shaped the framework in which I mentor students. Of my 45+ mentees, over 75% are from groups that are under-represented in STEM disciplines or were first generation college students and over 80% have been women. Being a first-generation college student, I understand the challenges and difficulties first-generation students face and the need for role models and active mentorship. By recruiting students from vast cultural, ethnic, and social backgrounds, I find the creativity and intellectual functioning of my research program to mirror that of an operational ecosystem – the greater the diversity among students, the greater mutualistic learning and intellectual variety.
Commitment to Mentorship
Strong mentorship provides students with opportunities to succeed and the ability to develop as young scientists. To provide my undergraduate collaborators with the tools to become a practicing scientist, I encourage my students to submit grants to organizations like Sigma Xi, present research at local and national meetings, and I create research opportunities domestically and internationally for undergraduates through my network of international collaborators. I work closely with students through multiple drafts of grants and manuscript drafts, honing their writing and presentation skills, helping them to better frame their science. I have published multiple papers with undergraduate collaborators as the lead author or as co-author. In total, I have mentored over 33 undergraduate researchers. Of these 45+ students, 14 are enrolled in PhD programs, 4 are enrolled in medical or dental programs, and 5 have pursued M.S. programs. My goal is to help all my students build the necessary skills to achieve their goals no matter where their paths may lead.
Marine Conservation Biology - Dauphin Island Sea Laboratory - Summer 2023, Instructor
Applied Multivariate Statistics - University of South Alabama - Spring 2022, Instructor
Writing for Biologists - University of South Alabama - Fall 2022, Fall 2023 Instructor
Global Change Biology & Psychology – University of South Alabama – Sp 2021, Sp 2022, Sp 2023, Instructor
Biology Education: Theory & Practice – University of South Alabama – Sp 2021, Sp 2023, Instructor
Ecology - University of South Alabama - Fall 2022, Fall 2023, Instructor
Ecology & Evolution – University of South Alabama – Fall 2020, Fall 2021, Instructor
Marine Botany – Dauphin Island Sea Laboratory – Su2020, Su 2021, Su 2022, Su 2023, Instructor
Conservation Biology – University of South Alabama – Sp 2020, Fall 2020, Fall 2021, Fall 2022, Fall 2023, Instructor
R for Biologists – University of South Alabama – Sp 2020, Instructor
General Biology Lab I – University of South Alabama, Fall 2019, Instructor
Biological communications & energetics – University of Saint Thomas, Sp 2019, Instructor
Genetics, ecology, & evolution – University of Saint Thomas, Fall 2018, Instructor
Field Ecology – Rocky Mountain Biological Laboratory, Su 2017, Instructor
Biostatistics in R - Rocky Mountain Biological Laboratory, Su 2016, Su 2017. Instructor
Commitment to Teaching
My journey into science was facilitated by passionate mentors and dedicated teachers. These early mentors helped me transform from a lost, first-generation college student to an individual that completed a PhD and dedicate themselves to education and mentorship of the next generation of informed citizens. My mentors and experiences as a student have shaped my approach to teaching, ignited a passion to increase gender, socio-economic, and cultural diversity within STEM disciplines, and defined my role as a motivator, educator, and mentor. To put this into practice, I have worked to improve science education from elementary through post-secondary education. For example, I established an active outreach program in elementary schools to increase the excitement and interest in biology and I collaborated with teachers from under-resourced high school schools to introduce inquiry-based, student-centered lab activities. Within my own classroom, I combine interactive lectures, in-class activities, and small group discussions to encourage student creativity and engagement in the scientific process.
Approach to Teaching
I have taught and developed curriculum for a wide variety of courses including introductory mycology, general biology, field ecology, biostatistics, and college algebra. These diverse classroom experiences have given me the confidence and ability to incorporate active-learning principals in a wide-breadth of subject areas and courses. My approach to teaching stimulates: 1) student creativity and critical thinking skills, 2) written and oral communication skills, and 3) collaborative and independent problem-solving skills. Below, I outline my approaches and provide specific examples in two undergraduate courses that I previously taught that provide specific examples from a traditional classroom setting as well as within a field-centered course.
Commitment to fostering diversity within my research group
My experiences as a student, mentor and advocate have ignited a passion to increase gender, socio-economic, and cultural diversity within STEM disciplines. For me personally, my transition from first generation college student to earning a PhD was difficult and painful but extremely empowering. I often felt alone, lost, and excluded trying to navigate the academic ladders and when comparing myself to the peers that surrounded me. These experiences taught me first-hand the importance of active mentorship and community-building in helping under-represented groups break through those glass ceilings in STEM disciplines. This has pushed me to establish 1) a within-course research program to better understand how facets of student identity shape inclusivity and comfort in active learning classrooms, 2) recruiting and 3) actively mentoring students from under-represented groups.
Active research to improve active-learning classrooms for all students
I am currently collaborating within the EDU-STEM network to investigate how hidden identity (gender, orientation, religiousness, first-generation college student status, commuter status, cultural background) impacts student learning within active-learning classrooms. This work has highlighted some of the challenges and difficulties students from marginalized groups face in how they approach group work, the pressure to conform to the ideas and opinions of their peers, and their comfort speaking and participating during active learning classrooms. This research has been incredibly valuable for shaping my approach to teaching and mentorship.
Commitment to Promoting Diversity
My experience observing patterns of natural biodiversity, measuring the benefit of diverse ecosystems and the impact of biodiversity loss on ecosystem functioning has shaped the framework in which I mentor students. Of my 45+ mentees, over 75% are from groups that are under-represented in STEM disciplines or were first generation college students and over 80% have been women. Being a first-generation college student, I understand the challenges and difficulties first-generation students face and the need for role models and active mentorship. By recruiting students from vast cultural, ethnic, and social backgrounds, I find the creativity and intellectual functioning of my research program to mirror that of an operational ecosystem – the greater the diversity among students, the greater mutualistic learning and intellectual variety.
Commitment to Mentorship
Strong mentorship provides students with opportunities to succeed and the ability to develop as young scientists. To provide my undergraduate collaborators with the tools to become a practicing scientist, I encourage my students to submit grants to organizations like Sigma Xi, present research at local and national meetings, and I create research opportunities domestically and internationally for undergraduates through my network of international collaborators. I work closely with students through multiple drafts of grants and manuscript drafts, honing their writing and presentation skills, helping them to better frame their science. I have published multiple papers with undergraduate collaborators as the lead author or as co-author. In total, I have mentored over 33 undergraduate researchers. Of these 45+ students, 14 are enrolled in PhD programs, 4 are enrolled in medical or dental programs, and 5 have pursued M.S. programs. My goal is to help all my students build the necessary skills to achieve their goals no matter where their paths may lead.