Teaching

Education and knowledge transfer do not occur through a singular, linear path of information downloaded from teacher to student, but rather spiral forward toward a cumulative increase in knowledge. It is therefore the utmost responsibility of every educator to be committed to continued education themselves, and to recognize our scientific understanding is constantly undergoing revisions. Educators have the responsibility to persistently strive to teach current, relevant material in our efforts to inspire the next generation’s exploration of science frontiers. My time in academia has generated a humble recognition of how much we do not yet know. As a scientist and teacher, it is my responsibility to continue to seek knowledge and constantly improve my abilities through keeping abreast of scientific discoveries and communications.

Further, educators have a responsibility to balance creating an environment wherein students feel empowered to make mistakes and take risks, while holding students responsible for progression toward learning objectives necessary for long-term success. Independent, creative problem solving, paired with an environment of mutual respect and effort is critical. I use both inquiry-based and Socratic methods which challenge students to think critically and creatively to solve a problem while upholding student’s values and experiences. Each course I teach has a syllabus that serves as a general contract between myself and my students to cover the fundamentals, but also to allow a level of flexibility and tailoring to the interests unique to each class and current topics. Once a relationship of trust has been established, failure becomes a powerful learning tool and more accurately represents scientific inquiry outside the classroom. While a mild level of discomfort is often necessary for learning and growth, an educator must also recognize that uncomfortable students are less likely to engage with the material. I strongly believe questions, when posed correctly in a nurturing environment, can lead to further comprehension, and elevate student learning up the levels of Bloom’s Taxonomy. I may not know the answer to every question posed by students, but I am confident that we will be able to figure it out together, and both gain knowledge in the process. I actively model this attitude of curiosity.

Creating learning activities, knowledge assessments, and skill evaluations serve to compliment the learning environment with the goal of catalyzing student success. My teaching style includes a consistent but not rigid structure that generates transparency and accountability for both the educator and the students. Quizzes, exams, projects, and other activities all have benefits beyond didactic training to prepare students for life outside of the classroom. While assessments serve as a mechanism of accountability for student learning, they also serve as valuable feedback to the educator. I regularly use active learning techniques such as clicker questions and “think, pair, share” activities interspersed within my lectures. These modalities provide students with variation from the “regular classroom setting”, stimulating learning and promoting new ideas and serve as ‘low stakes’ activities (e.g., ungraded, or low-grade impact) and group discussions can provide understanding and clarity. Frequently, these activities serve as insight for the educator into the unique career goals and interests of each class and individual student.

Perhaps most importantly, teachers should equip students to be a creative problem solver capable of critical thinking and discernment in and out of the lecture hall. This must be done while promoting the expression of independent thought. Higher education should be an environment of didactic training in coordination with personal development - where individual growth is celebrated and leveraged for the wider betterment. In a higher education institution, it is also imperative to expand the definition of an educator to go beyond merely didactic teaching to also include the roles of advisor and facilitator. Students need direction and guidance not only in class or course selection, but also in the range of research opportunities and possible careers. I take the time to explore short- and long-term goals and areas of interest with my students in order to best prepare them for their future careers.

The world of science and medicine is always expanding and developing; an effective teaching philosophy must allow for such expansion. While I hold a solid didactic foundation built on principles developed through my practical teaching experiences and education courses during my undergraduate career, I am committed to continuing to evolve and refine my teaching philosophy as I progress through my career.

Didactic Teaching

Course Title                                                                              Role                             Term

Biology & Prevention of Cancer, UNMC High School Alliance   Lecturer (5)                  Spring 2024  

Biochemistry for Pre-Pharmacy Majors                                   Teaching Assistant      Spring 2020

General Chemistry Lab for Non-Majors, 3 sections                 Lead Teaching Assist. Spring 2019

General Chemistry Lab for Non-Majors, 3 sections                 Lead Teaching Assist. Fall 2018

General Chemistry Lab for Non-Majors, 3 sections                 Lead Teaching Assist. Spring 2018

General Chemistry Lab for Non-Majors, 3 sections                 Lead Teaching Assist. Fall 2017

Biochemistry for Non-Majors, Lecture                                      Teaching Assistant      Spring 2017

General Chemistry Lab for Non-Majors, 3 sections                 Lead Teaching Assist. Fall 2016

Biochemistry for Non-Majors, Lecture                                      Teaching Assistant      Spring 2016

Biochemistry, Lecture                                                               Teaching Assistant      Fall 2015

Biochemistry, Lecture                                                               Teaching Assistant      Spring 2015

Biochemistry, Lecture                                                               Teaching Assistant      Fall 2014

General Chemistry Lab for Non-Majors, 3 sections                 Teaching Assistant      Fall 2013     

Courses Directed

Biology & Prevention of Cancer, UNMC High School Alliance                                        Spring 2025

Biology & Prevention of Cancer, UNMC High School Alliance                                   Spring 2024

North Dakota Veterans Education Training Program                                                       Spring 2020

               Science Courses, North Dakota State University

North Dakota Veterans Education Training Program                                                       Fall 2019

               Science Courses, North Dakota State University

Other Educational Activities

Local                                                                                                                       

CRISPR Design: A Short Guide and Workshop for Graduates   Invited Lecturer (2)       Fall 2024

      Department of Cellular and Integrative Physiology, UNMC

CRISPR Design: A Short Guide and Workshop for Graduates   Invited Lecturer (3)     

      Biology Department, North Dakota State University                                                 Spring 2020

CRISPR Design: A Short Guide and Workshop for Graduates   Invited Lecturer (3)

      Pharmaceutical Sciences Department, North Dakota State University                   Fall 2019

Regional

Possible Careers in Science, Kiowa County USD 422, KS     Invited Speaker (3)       Fall 2024

CHEM 2920: Chemistry Cornerstone, Southern Utah University                                      Fall 2024

         Developing Your Compass, Panel Discussion

National/International

Student and Postdoc Association (3)         EBRC                                                        2024

         Choosing a Lab Panel Discussion; Applying to Graduate Programs; Careers Panel Discussion