Teaching
I want my students doing science. To be a good biologist, one must move beyond having a strong content knowledge. Being a good biologist also requires careful observations of the natural world, creativity, tenacity, critical thinking, and quantitative skills. Sharing what is learned from such research requires clear oral and written communication skills. By routinely incorporating aspects of scientific inquiry into my courses, I develop the aforementioned skills within my students, which will contribute to their ability to be well-informed members of society, capable of success in whatever path they choose.
Below is a short description of some of my higher education teaching experiences. Please note that I also have a "research mentoring" section on my Research page and I describe many other 7-12 grade teaching/mentoring experiences on my Outreach page.
Below is a short description of some of my higher education teaching experiences. Please note that I also have a "research mentoring" section on my Research page and I describe many other 7-12 grade teaching/mentoring experiences on my Outreach page.
Ecology: I co-taught Ecology, an upper level course at the University of Minnesota with Eric Seabloom in 2021 (online, mid-pandemic!). This is an writing intensive, upper-level course primarily taken by EEB majors. I primarily taught the first half of the course which covered, among other things, a number of different population models (e.g. logistic growth, life tables, competition, exploitation, etc). Students get a lot of experience working through ecological models, searching for and reading the literature, and designing their own research projects. Eric and I had a lot of fun with a great group of students.
Herpetology: I was hired as a lecturer to teach Herpetology, which focused on the ecology, evolution and conservation of reptiles and amphibians. When I taught herpetology, I implemented some curricular changes in order to increase student engagement. I blended traditional lectures with journal discussions and in-class activities (such as a phylogeny inference activity). Students were required to write a research paper, for which we provided feedback early in the writing process, on a herpetological topic of their choosing. Labs focused on field methods for herpetological research and identification (labs were primarily run by excellent TAs, though I participated in many of them).
Herpetology Supplement: This course, co-developed with an EEB graduate student, supplemented a traditional Herpetology class. Affectionately labeled “Herp X” by the students, we focused on field herpetology methods and discussion of primary literature. Weekly field excursions addressed multiple herpetological field methods. This hands-on aspect was complemented with primary literature discussion. We read literature on topics that were being discussed in the separate herpetology lecture course, and topics suggested by the students. This helped give students richer perspective on how active research proceeds, and the real scientific work that generated the content they learned in class. Additionally, we tailored these discussions towards areas these advanced undergraduates perceived as their own weaknesses (e.g. statistics, experimental design), and received positive feedback that these discussions had clarified misconceptions and made intimidating subjects more approachable. This student-centered course promoted student engagement and lively discussions.
Herpetology Supplement: This course, co-developed with an EEB graduate student, supplemented a traditional Herpetology class. Affectionately labeled “Herp X” by the students, we focused on field herpetology methods and discussion of primary literature. Weekly field excursions addressed multiple herpetological field methods. This hands-on aspect was complemented with primary literature discussion. We read literature on topics that were being discussed in the separate herpetology lecture course, and topics suggested by the students. This helped give students richer perspective on how active research proceeds, and the real scientific work that generated the content they learned in class. Additionally, we tailored these discussions towards areas these advanced undergraduates perceived as their own weaknesses (e.g. statistics, experimental design), and received positive feedback that these discussions had clarified misconceptions and made intimidating subjects more approachable. This student-centered course promoted student engagement and lively discussions.
Ecology and Evolution of the Desert Southwest:
I co-taught this graduate field trip course with Fred Janzen to the Sonoran Desert. The purpose of this course was to provide students with a familiarity with the biodiversity of the region and an ability to interpret and integrate information of ecological and evolutionary studies of organisms from this habitat. This course was highlighted by an 8-day trip to the desert where we toured various ecologically and culturally important sites. Prior to that trip, we met weekly and students shared presentation on various aspects of flora, fauna and research from the area. Integrated within this course was the continuation of a long-term study on cacti growth initiated by Fred Janzen during his undergraduate studies in the mid-1980s!
I co-taught this graduate field trip course with Fred Janzen to the Sonoran Desert. The purpose of this course was to provide students with a familiarity with the biodiversity of the region and an ability to interpret and integrate information of ecological and evolutionary studies of organisms from this habitat. This course was highlighted by an 8-day trip to the desert where we toured various ecologically and culturally important sites. Prior to that trip, we met weekly and students shared presentation on various aspects of flora, fauna and research from the area. Integrated within this course was the continuation of a long-term study on cacti growth initiated by Fred Janzen during his undergraduate studies in the mid-1980s!
Current Topics in Evolution: I also co-developed and co-taught this honors class for non-majors with a fellow graduate student. In this class we utilized lectures and activities to teach important concepts, but primarily focused on primary literature discussion on topics such as phylogenetics, evolutionary ecology, evolutionary medicine, and population genetics. Rotating student discussion leaders were required to introduce material and foster discussions. I was awarded an Iowa State Peer Teaching Award for my involvement in this course.