Teaching Statement
Teaching Philosophy and Goals
In my life sciences courses, students are guided through a dynamic learning process that mirrors the adaptability of living systems. They are encouraged to actively engage with biological concepts by connecting them to real-world challenges, fostering curiosity and critical thinking.
Students progress through different stages of learning, beginning with mastering core principles. From there, they apply these principles to solve complex problems, gaining practical skills. Ultimately, students are challenged to identify unanswered questions and synthesize creative solutions. Each stage is supported through thoughtfully designed activities and strategies that enable them to build knowledge, think critically, and explore new ideas:
Traditional lectures integrated with active learning, supported by both informal and formal assessments to reinforce key concepts.
Concept maps and problem sets to evaluate students' ability to connect broader ideas and think across disciplines.
Scientific proposals and experimental designs, encouraging students to apply their knowledge by formulating and testing biological questions.
Project development, designed to foster deeper engagement and sustained inquiry.
Outreach activities, giving students opportunities to communicate science beyond the classroom and build community connections.
My courses encourage students to explore science with curiosity and a drive for discovery. They are inspired to question the world around them, connect theoretical knowledge to real-world contexts, and actively engage in the scientific process. Through activities that promote critical thinking, evidence evaluation, and creative problem-solving, students develop essential skills that can be applied in academic and professional settings.
In the classroom, students are guided to see learning as a continuous journey. By nurturing their curiosity and fostering a mindset of lifelong learning, I aim to empower them to make meaningful contributions to science and society. This collaborative process of learning and discovery allows students to grow intellectually and personally as they become more confident in their ability to tackle complex problems and innovate within their fields.
Promoting Critical Thinking and Collaboration
In my classroom, students are actively encouraged to develop critical thinking and collaboration skills essential for tackling complex biological challenges. They begin by mastering core concepts and progressively move toward applying their knowledge to analyze and create new ideas. Students learn to formulate hypotheses and design experimental approaches through guided inquiry, engaging deeply with scientific problems and honing their analytical thinking.
Students participate in project-based learning, working collaboratively to solve real-world biological problems. In these projects, they analyze data, interpret findings, and present their conclusions, learning from their own discoveries and their peers' diverse perspectives. These experiences foster independent thinking while strengthening teamwork and communication skills. As a result, students leave the classroom equipped with the critical and creative skills necessary to succeed in science and beyond.
Creating a Safe and Inclusive Learning Environment
My courses welcome students into a safe and inclusive learning environment where diverse perspectives are valued and encouraged. They benefit from an atmosphere that fosters collaboration and respect, allowing them to share their ideas openly and engage meaningfully with peers and instructors. Students from various backgrounds—spanning different cultures, identities, and experiences—bring unique insights that enrich the learning process.
Through open dialogue and adaptable teaching strategies, students are supported in overcoming challenges and reaching their full potential. They are encouraged to participate actively and contribute their perspectives, knowing their experiences and ideas are valued. In this environment, students grow academically and build confidence and a sense of belonging, preparing them for collaborative and interdisciplinary work in the future.
Inspiring Engagement and Scientific Enthusiasm
In my courses, students engage in hands-on, inquiry-based learning to apply scientific knowledge to real-world problems. They participate in clinical cases, simulated patient scenarios, and microbe identification challenges, allowing them to explore complex biological concepts in practical contexts. Through these experiences, students develop problem-solving skills and deepen their understanding of science.
Students receive regular feedback through formative assessments, such as quizzes and class discussions, which help them identify areas for improvement and guide their learning. Summative assessments, including projects and experimental designs, challenge students to apply, analyze, and create new knowledge, promoting higher-order thinking. These approaches foster curiosity and critical thinking, enabling students to connect scientific concepts to their academic and professional aspirations. Many students I have mentored have pursued careers in science with enthusiasm and confidence, driven by these transformative learning experiences.
Assessment and Adaptation
Assessment is an integral part of the learning experience, helping students track their progress and achieve success. Throughout the course, students engage in formative assessments—such as quizzes, discussions, and interactive exercises—that provide ongoing feedback to guide their understanding. These assessments allow students to identify areas for improvement while staying engaged and supported in their learning journey.
Students also participate in summative assessments, including projects, research proposals, and presentations, which challenge them to apply their knowledge, demonstrate mastery of key concepts, and develop critical thinking skills. Students gain experience analyzing complex problems, collaborating with peers, and articulating their ideas through these opportunities. Assessment results help shape instruction to address the diverse needs of students better, fostering both personal growth and a collaborative learning environment where all students can thrive.
Using AI Responsibly in Learning and Scientific Inquiry
AI is not explicitly encouraged in coursework and research but can be used responsibly without penalty if ethical guidelines are followed. When used appropriately, AI can enhance learning by answering questions, explaining concepts, assisting with writing and editing, summarizing information, and generating code with algorithmic explanations. However, it should supplement—rather than replace—critical thinking, originality, and scientific rigor.
While AI offers many advantages, its limitations include potential biases, misinformation, and a lack of deep contextual understanding. AI models require careful verification, as they may misinterpret instructions or provide incomplete reasoning. Responsible AI use means evaluating outputs critically, ensuring accuracy, and maintaining ownership of one’s work.
Preparing for the Future
Preparing for the future requires my ongoing growth as an educator and commitment to equipping students with the skills they need to succeed. I have taken courses in scientific communication and am pursuing a Certificate in College Teaching to enhance my teaching and mentoring abilities. Additionally, I plan to apply for Duke’s Preparing Future Faculty program to refine my academic practices further. I focus on expanding my teaching experience, particularly in community college and small liberal arts college settings, while continuing to engage in research and outreach.