Teaching and mentoring philosophy
Sharing knowledge and training the next generation of students is of primary importance to me. My own love of science has been shaped by outstanding teachers and mentors who sparked an appreciation for the natural world that led me become a scientist. Teaching literally runs in my blood – my father, who owned a record store until I was a teenager, found his calling as a high school history teacher later in life and inspired his students with innovative courses like “American History through Film and Music”, applying his deep knowledge of popular media from his previous career to contextualize U.S. history for his students. I strongly believe that teaching and mentoring are tremendous privileges and responsibilities, providing the opportunity to transform students’ perspectives and fundamentally influence their career paths. My teaching and mentoring philosophy is structured around evidence-based practices comprising four key pillars: (1) inquiry-based learning, (2) developing critical thinking skills, (3) adaptive advising, and (4) clear and healthy communication.
Briefly, I believe that one of the most effective ways to learn is through hands-on experience, so I prioritize experiential "learning by doing" in my classroom and my relationships with mentees. I also value creative approaches to science and I encourage my students to think outside the box and develop the ability to think critically. By adaptive advising, I mean that every person requires a different style to maximize their productivity and happiness. I try to tailor my advising style to my students' and mentees' needs so that they can get the most out of their learning or research experience. I also take a humanistic approach by explicitly acknowledging the importance of work-life balance and the need to remain excited and enthusiastic about whatever you are working on. Lastly, I strongly believe that open, healthy communication is the best path to a productive working relationship. I meet regularly with my students and set incremental milestones with clear expectations so that students and mentees can advance gradually towards their research goals. |
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