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Teaching Philosophy
Teaching Philosophy
I believe effective teaching, like effective science communication, is the practice of making complex ideas accessible, meaningful, and engaging without sacrificing rigor or accuracy. At its core, my approach to teaching is grounded in the conviction that learning is not about identifying who is “smart,” but about cultivating curiosity, confidence, and a sense of belonging in the learning process. Science—and education more broadly—should not feel intimidating or exclusive, but connected to students’ everyday experiences and ways of thinking. Read more here:
Teaching Experience
Teaching Experience
High School Biology Teacher, 2025–Present
- I have taught biology to well over 130 students, over 70% of whom have IEPs, 504 plans, and PBIS plans.
- This role has deepened my expertise in:
- Translating advanced biological concepts for diverse audiences
- Inclusive and differentiated science instruction
- Data-driven intervention and progress monitoring
- Classroom leadership in structured support environments
- Applied science communication at the secondary level
- Teaching in this context has strengthened my conviction that effective science communication is foundational to scientific literacy.
Tutor for University Biology, Calculus II, and Statistics; High School AP Biology, Calculus AB/BC (Varsity Tutors), 2025–Present
Women in Science and Engineering Honors Program Graduate Assistant, 2024–2025
SBU101 Course Instructor, Stony Brook University, 2024–2025
Astronomy Course Tutor, Department of Physics & Astronomy, 2022–2024
- Conduct individualized and small-group remote tutoring sessions across advanced STEM subjects, emphasizing conceptual understanding, problem-solving strategies, and exam preparation.
- Adapt instruction in real time to meet varied learning styles and academic backgrounds within a fully virtual, high-volume national tutoring platform.
- Sample lessons I led:
- Calculus II (Digital Solo Lesson): Designed a fully interactive lesson on series convergence using visuals, guided problem-solving, and concept checks to replace rote memorization with intuition.
- Statistics (Conceptual Foundations): Built a lesson centered on real-world datasets to distinguish correlation, causation, and variability, reinforcing statistical reasoning over formula recall.
Women in Science and Engineering Honors Program Graduate Assistant, 2024–2025
- Conduct structured teaching observations and program-level assessment, including data collection and analysis to evaluate instructional effectiveness and student outcomes.
- Support program operations through admissions review, academic event planning, and administrative coordination for a selective interdisciplinary honors program.
- Sample lessons I assisted with:
- Hubble’s Law Demonstration: Used balloon expansion to model cosmic expansion, linking physical analogy to quantitative interpretation and scientific modeling.
- Blood Typing Laboratory: Led a hands-on blood typing experiment to connect genetics, immunology, and biomedical relevance through experiential learning.
SBU101 Course Instructor, Stony Brook University, 2024–2025
- Instruct first-year students in a general education seminar focused on academic skills, critical thinking, and successful transition to university-level coursework.
- Facilitate discussions, assess written and reflective assignments, and mentor students in navigating academic expectations and campus resources.
- Sample lessons I led:
- Navigating Campus Resources: Structured activities guiding students through academic advising, tutoring, research opportunities, and wellness services.
- Academic Success Strategies: Lessons on time management, study methods, and self-advocacy tailored to first-semester college challenges.
Astronomy Course Tutor, Department of Physics & Astronomy, 2022–2024
- Provide recurring tutoring support for all introductory astronomy courses, including lecture-based and laboratory components, covering both conceptual and quantitative material.
- Assist students in developing scientific reasoning skills, data interpretation abilities, and confidence in foundational physics and astronomy concepts.
- Sample lessons I led:
- Moon Phases Modeling: Used crumpled paper and spatial layouts to physically model Earth–Moon–Sun geometry, correcting common misconceptions through embodied learning.
- “Fill the Board” Review Sessions: Students collectively reconstructed all core concepts before exams to visualize scope, reinforce connections, and reduce cognitive overload.
English Language Learners Instructor, Howland Tutoring Services, 2020–2021
- Deliver targeted instruction to English Language Learners focused on academic language development, reading comprehension, and content-area literacy.
- Modify instructional materials and pacing to ensure accessibility while maintaining academic rigor across general education subjects.
- Sample lessons I led:
- Themed Vocabulary Units: Developed age- and level-appropriate themes (e.g., winter clothing, breakfast foods) to anchor language acquisition in familiar contexts.
- Structured Zoom Conversations: Led guided, interactive discussions using shared physical workbooks to reinforce vocabulary, sentence structure, and conversational confidence.
Guitar and Bass Teacher, New City Kids – Grand Rapids, 2017–2020
- Provide individual and group music instruction in guitar, emphasizing technical proficiency, music theory, and creative expression.
- Mentor students through performance preparation and collaborative music-making, fostering discipline, confidence, and long-term engagement with the arts.
- Sample lessons I led:
- Music Theory & the Circle of Fifths: Taught harmonic relationships as mathematical patterns, integrating music and quantitative reasoning.
- Songwriting Unit: Guided students in composing original songs using learned chords and theory, emphasizing creativity, structure, and applied understanding.
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