A summary of the teaching and education related work and developmental opportunities I have partaken in.
Professional Development
Animal Behavior, 12th edition – Contributor (2020 – 2022)
For the 12th edition of this textbook, I wrote tailored learning objectives for each chapter and section that describe the skills and behaviors students will gain from the book. In addition, I developed student self-assessment questions and multiple choice and short-answer questions for each chapter that gauge student understanding at a variety of Bloom’s Taxonomic levels.
Teaching Development Program: Advanced Track, Columbia Center for Teaching and Learning (2019 – 2022)
I worked with a community of peers to cultivate my teaching practices through a series of pedagogical training workshops on active and inclusive teaching, teaching observations, and completion of a capstone project.
Network of Conservation Educators and Practitioners (NCEP), Center for Biodiversity and Conservation, American Museum of Natural History (2017 – 2022)
I managed, researched, and wrote conservation teaching materials for the NCEP module database and the journal Lessons in Conservation to provide relevant and updated resources for educators; investigated and curated open access resources to enhance equitable engagement; and built capacity for conservation educators by facilitating studios and community exchanges on active and evidence-based teaching for conservation.
NCEP Studio: Learning and Creating Collaboratively – Facilitator (Summer 2021)
In this 4-week online workshop, I worked with the NCEP team to promote opportunities for professional development of post-secondary educators by bringing together teams of instructors to exchange teaching strategies, train in evidence-based pedagogical approaches, and practice new techniques.
NCEP Studio: Re-tooling your Classroom: Active and Evidence-based Teaching for Conservation Educators – Participant & Facilitator (Summer 2020)
In this 4-week online workshop, I worked with peer educators to unpack significant learning principles, learned to use effective online tools and approaches, and practiced applying various active learning techniques.
NCEP Community Exchange – Participant & Facilitator (Summer 2020)
In this 4-week online exchange, I worked with the NCEP team to share challenges and solutions to online active learning, rethink traditional education and scientific methods, and discuss methods for engaging students from diverse backgrounds.
Course Design Seminar, Columbia Center for Teaching and Learning (Fall 2019)
In this 4-week course, I explored evidence-based, inclusive instructional design practices to create a learner-centered syllabus for a course on Behavioral Endocrinology.
NCEP Studio: Implementing Active Teaching and Learning in the Classroom – Participant (Summer 2018)
I participated in a 3-day workshop on developing and using evidence-based teaching strategies and techniques, translating passive teaching styles into active, and integrating active teaching into the classroom.
For the 12th edition of this textbook, I wrote tailored learning objectives for each chapter and section that describe the skills and behaviors students will gain from the book. In addition, I developed student self-assessment questions and multiple choice and short-answer questions for each chapter that gauge student understanding at a variety of Bloom’s Taxonomic levels.
Teaching Development Program: Advanced Track, Columbia Center for Teaching and Learning (2019 – 2022)
I worked with a community of peers to cultivate my teaching practices through a series of pedagogical training workshops on active and inclusive teaching, teaching observations, and completion of a capstone project.
Network of Conservation Educators and Practitioners (NCEP), Center for Biodiversity and Conservation, American Museum of Natural History (2017 – 2022)
I managed, researched, and wrote conservation teaching materials for the NCEP module database and the journal Lessons in Conservation to provide relevant and updated resources for educators; investigated and curated open access resources to enhance equitable engagement; and built capacity for conservation educators by facilitating studios and community exchanges on active and evidence-based teaching for conservation.
NCEP Studio: Learning and Creating Collaboratively – Facilitator (Summer 2021)
In this 4-week online workshop, I worked with the NCEP team to promote opportunities for professional development of post-secondary educators by bringing together teams of instructors to exchange teaching strategies, train in evidence-based pedagogical approaches, and practice new techniques.
NCEP Studio: Re-tooling your Classroom: Active and Evidence-based Teaching for Conservation Educators – Participant & Facilitator (Summer 2020)
In this 4-week online workshop, I worked with peer educators to unpack significant learning principles, learned to use effective online tools and approaches, and practiced applying various active learning techniques.
NCEP Community Exchange – Participant & Facilitator (Summer 2020)
In this 4-week online exchange, I worked with the NCEP team to share challenges and solutions to online active learning, rethink traditional education and scientific methods, and discuss methods for engaging students from diverse backgrounds.
Course Design Seminar, Columbia Center for Teaching and Learning (Fall 2019)
In this 4-week course, I explored evidence-based, inclusive instructional design practices to create a learner-centered syllabus for a course on Behavioral Endocrinology.
NCEP Studio: Implementing Active Teaching and Learning in the Classroom – Participant (Summer 2018)
I participated in a 3-day workshop on developing and using evidence-based teaching strategies and techniques, translating passive teaching styles into active, and integrating active teaching into the classroom.
Mentorship and Outreach
Inclusivity in STEM Discussion Forum (2022 – present)
In collaboration with fellow Frontiers of Science instructors at Columbia University, I co-lead a bi-weekly series of discussions with undergraduate students on inclusivity in STEM courses. The tactical goal is to identify actionable steps for integrating anti-racist and inclusive pedagogical practices into the science classroom. The groups is funded by Columbia’s Equity and Diversity Activities Grant.
E3B Graduate Student Working Group: Rethinking the Fundamentals (2020 – 2022)
In order to decolonize and dismantle the racist ideological underpinnings of our field, I spearheaded a monitoring and evaluation project to collect student feedback on changes made to our department’s curriculum after the first two semesters. The broader group worked with our department’s DEI (Diversity, Equity, and Inclusion) Committee to revise the curriculum in order to reflect and incorporate contributions of BIPOC scholars and scientists, provide proper context for our current tools, concepts, and literature, and build ethical scientific practice.
Mentoring in the Sciences: Tools, Tips, and Techniques for Being an Effective Mentor (Spring 2020)
Developed resource for graduate students to use in order to develop and enhance their mentoring skills for current and future practice.
Connect, Share, Learn: Enhancing the E3B TA Experience (Fall 2019)
Organized and led workshop for peers in the department to share TA experiences with incoming TAs and learn to implement Universal Design for Learning techniques in their teaching.
Hudson Highlands Nature Museum: Earth Day (April 2017)
Ran a booth on bird conservation and recycling, engaging young children in the importance of environmental work.
Mentored undergraduate Arden Berlinger in learning lab techniques and protocols, including PCR and pyrosequencing, and contributing to lab project studying epigenetic markers in European starlings (2017)
In collaboration with fellow Frontiers of Science instructors at Columbia University, I co-lead a bi-weekly series of discussions with undergraduate students on inclusivity in STEM courses. The tactical goal is to identify actionable steps for integrating anti-racist and inclusive pedagogical practices into the science classroom. The groups is funded by Columbia’s Equity and Diversity Activities Grant.
E3B Graduate Student Working Group: Rethinking the Fundamentals (2020 – 2022)
In order to decolonize and dismantle the racist ideological underpinnings of our field, I spearheaded a monitoring and evaluation project to collect student feedback on changes made to our department’s curriculum after the first two semesters. The broader group worked with our department’s DEI (Diversity, Equity, and Inclusion) Committee to revise the curriculum in order to reflect and incorporate contributions of BIPOC scholars and scientists, provide proper context for our current tools, concepts, and literature, and build ethical scientific practice.
Mentoring in the Sciences: Tools, Tips, and Techniques for Being an Effective Mentor (Spring 2020)
Developed resource for graduate students to use in order to develop and enhance their mentoring skills for current and future practice.
Connect, Share, Learn: Enhancing the E3B TA Experience (Fall 2019)
Organized and led workshop for peers in the department to share TA experiences with incoming TAs and learn to implement Universal Design for Learning techniques in their teaching.
Hudson Highlands Nature Museum: Earth Day (April 2017)
Ran a booth on bird conservation and recycling, engaging young children in the importance of environmental work.
Mentored undergraduate Arden Berlinger in learning lab techniques and protocols, including PCR and pyrosequencing, and contributing to lab project studying epigenetic markers in European starlings (2017)