Teaching
Teaching Philosophy
Teaching as a Journey of Exploration and Storytelling
Science education is more than just transferring knowledge, it is about inviting students into a journey of discovery where their curiosity, identities, and perspectives shape the learning process. My approach to teaching is deeply rooted in collaboration, inquiry, and storytelling, ensuring that students see themselves as active participants in the scientific narrative.
I view my role not as the sole purveyor of knowledge, but as a facilitator of co-constructed learning. In my classroom, students lead inquiries, drive discussions, and connect scientific concepts to their own lived experiences. Every lesson is a story in the making, where students take intellectual risks and contribute their voices to the ever-evolving narrative of science.
βThe journey to discovery is not a direct path, but a winding one. My hope is that students recognize that when we go forward in this expedition together, we can reach our destination.β
Core Teaching Values
π¬ Inquiry-Driven Learning
I encourage students to ask βwhy?β A simple but powerful question that drives scientific curiosity. The best learning happens when students seek their own answers, make connections, and challenge assumptions.
π€ Collaboration & Student-Led Exploration
Students donβt just absorb information, they build it together. I design my courses to allow for student-driven investigations, group discussions, and meaningful engagement with real-world applications of science.
π¬ Feedback as a Two-Way Dialogue
Learning is a continuous process, and constructive feedback is central to growth. In my classroom, feedback is not a one-way street; it is a reciprocal dialogue between instructor and student that fosters reflection and self-improvement.
π Fostering a Culture of Positivity and Inclusion
I strive to create a classroom environment where all students feel valued, heard, and empowered. One simple practice I implement is asking students to reflect on one good thing that happened to them recently, encouraging a culture of positivity and encouragement.
Selected Courses Taught
π Higher Education Courses:
Evolution (BIO 219) β Salem State University (Spring 2025)
Methods for Teaching Secondary Science I & II (EDC 778/779) β Salem State University (Fall 2024 and Spring 2025)
Exploring Teaching & Learning in STEM (UTCH 1030) β UMass Lowell (Fall 2024)
QBIC Journal Club I & II (BIO 2921/2922) - Florida International University (Fall 2022-Spring 2024)
π Secondary Education Courses:
Honors Biology - Greater Lowell Technical High School (2023)
CP Biology 2, inclusion and non-inclusion - Greater Lowell Technical High School (2019-2022)
Informal Education
My teaching extends beyond the classroom and into informal learning spaces, where I use storytelling and hands-on exploration to make science accessible and engaging for broader audiences.
ποΈ Museum-Based Education
Overnight Instructor, Museum of Science, Boston β Executed interactive STEM experiences for families and students through overnight programs.
π± Botanical & Environmental Education
Graduate Fellow, Fairchild Tropical Botanic Garden β Developed hands-on botany education programs for high school students, integrating science and storytelling to foster curiosity about plants and ecosystems.
Environmental Educator, Massachusetts Audubon Society β Led field-based learning experiences, guiding students in exploring the natural world through inquiry and personal reflection.