Teaching lies at the core of our society, and I believe that a strong emphasis on teaching and learning is a compelling predictor of progress, unity, and fellowship in our society.

In teaching I find two main rewards: being a part of the knowledge transfer that is crucial to bringing fresh minds and perspectives into the larger discipline of biology, and developing a deeper understanding of the discipline myself via the development of a broadly comprehensible and unambiguous method of conveying content knowledge.

My teaching focus is on core, introductory courses within biology. Instilling passion for the content by using contemporary examples and exciting real-world applications of science, as well as a strong foundation of core knowledge and ways of thinking in biology at the introductory level is paramount to bringing new minds into the discipline, especially when many are still trying to decide their academic and career trajectories. I also try to teach from a “big concept” perspective, in which I use important, contemporary problems in biology to give students an introduction to science history, research methods, peer review, and the integration of science and society. I strongly believe that this approach is critical not only for developing an understanding of science and scientific practice, but also a framework for how to communicate science to the general public, a skill which is undervalued and yet increasingly integral in today’s world. These courses allow for a certain flexibility in lesson design, and are often key proofs of concept for the application of pedagogical concepts to real world teaching. I am a strong proponent of experiential learning in these courses, as I believe that their core purpose is to teach new students the ability to think and problem solve in the discipline.

My teaching style involves facilitating discussion and questioning, with conceptual activities such as integrative half-page questions to drive home key learning outcomes. The aim of this approach is to allow learners to develop their own thoughts and ideas behind scientific processes, to share these thoughts and ideas with others, and to revise their own ways of thinking using new information. Fundamentally, classes are structured around a central lecture component, but I will often challenge learners to answer questions and think of solutions before they are presented in lecture. I also like to divide longer lessons into smaller, partially self-contained sections which are “book-ended” by active participation in the form of iClicker questions, group worksheets, or simple think-pair-share or group discussions. Occasionally, I will bring in visual learning aids when appropriate.

Worksheets and discussion questions employed during my lessons also serve to assess the learners’ grasp of the material. Ideally, any fundamental problems with concepts presented in the lesson should be identified and addressed as soon as possible, in order to avoid having students fall behind and lose motivation. I ensure that all students work in groups by assigning groups for the duration of the course, so that no students are excluded from the discussion, work, and resolution process.

The unifying goal of these approaches is to engage students in learning and in biology, give them the tools necessary to develop independent learning skills for their academic career and beyond, and of course to foster a keen and lasting interest in the biological sciences.