As both a mentor and instructor my number one priority is being able to get all students to perform at their best when it matters the most to them (the exam) and to maintain this level of performance and critical thinking outside the classroom. Therefore, I strive to use supportive scaffolding methods to help students piecemeal their learning by using relevant modern examples of foundational scientific topics to more positively influence their knowledge and problem-solving skills. My extensive commitment to outreach has given me the opportunity to interact with many different under-represented communities in both academia and science, such that it has highlighted the necessity for a more inclusive classroom that brings scientific topics, careers, and mentorship to a modern level.
For a more extensive look into my teaching philosophy please click here to download my teaching philosophy statement.
As of yet, I have not formally taught a class as an instructor of record, however, I have previously been a teaching assistant and a guest lecturer in a variety of both psychology and biology classes as well. I have structured my potential syllabi for future classes around giving students equal opportunities to earn points during the semester beyond the regular exam and the final evaluation. To this end, I have included both a group presentation and an essay to allow students that may struggle with one medium to earn points in another. Additionally, the past 2 years have exposed the necessity for some leniency regarding different challenges students may face during the semester, therefore, in my syllabus I attempt to tackle this problem by providing penalties for late assignments and drop exam grades.
Please click here to download my tentative syllabus for an upcoming Animal Behavior (GSU PSYC 4560) class.