I actively support STEM education through my work in instructing academic courses and mentoring students in laboratory settings. In particular, I have served as an undergraduate teaching assistant in the Carnegie Mellon Department of Biological Sciences, and have mentored students in learning research techniques in the laboratory of Dr. Sandra Kuhlman. I look forward to expanding upon my teaching and mentoring experience during graduate school in order to continue to promote undergraduate interest in STEM and laboratory research.
Below are more detailed descriptions of the courses I have assisted in teaching:
Experimental Cell and Developmental Biology
As a Teaching Assistant for this upper-level laboratory course at Carnegie Mellon University, I prepared lab equipment, supervised students during experimentation, explained course concepts during pre-lab talks, assisted in grading lab reports and other assessments, and developed and led supplemental discussion sessions outside of class in order to help the students connect biological concepts to the lab work and gain independence in the laboratory. Topics included types of microscopy (epifluorescent, DIC, phase contrast, and two-photon), tissue fixation, cell proliferation assays, in situ hybridization, RT-PCR, immunostaining/immunohistochemistry, DiOlistic labeling, Western blotting, column chromatography, spectrophotometry, and cell culture.
Over the course of my time at Carnegie Mellon, I contributed to the first-year introductory biology course as both a Teaching Assistant and a Discussion Leader. As a Teaching Assistant, I facilitated discussions in small and large groups, met with students as needed, developed and led supplemental review sessions outside of class, and assisted in grading homework assignments and exams to promote a positive learning environment for introductory biology. Topics included basic biochemistry, genetics, cell signaling, organismal development, and evolution. As a Discussion Leader, I designed personalized lesson plans and led groups of 5-6 students through three guided discussions in order to help them draw independent conclusions about scientific data. These discussions focused on embryonic mammalian development and cancer genetics.