Teaching
Philosophy
Learning to think critically about a problem is one of the central tenets of science. My goal as an instructor is to teach students biological concepts while encouraging critical thinking. To facilitate this, I incorporate interactive learning approaches because it makes material more attainable, increases retention, and lays the groundwork for a deeper understanding of the topic. I have the ability and insight to cover many basic and applied biological concepts because I have a broad, integrated background with a strong emphasis on applied and basic science courses. I have direct experience teaching, developing, and revising courses both in-person and online. My teaching style utilizes a variety of evidence-based approaches and active learning techniques. I use several guiding principles when teaching:
*U=undergraduate level, G=graduate level
Learning to think critically about a problem is one of the central tenets of science. My goal as an instructor is to teach students biological concepts while encouraging critical thinking. To facilitate this, I incorporate interactive learning approaches because it makes material more attainable, increases retention, and lays the groundwork for a deeper understanding of the topic. I have the ability and insight to cover many basic and applied biological concepts because I have a broad, integrated background with a strong emphasis on applied and basic science courses. I have direct experience teaching, developing, and revising courses both in-person and online. My teaching style utilizes a variety of evidence-based approaches and active learning techniques. I use several guiding principles when teaching:
- Interactive classes and active learning are better than passive learning. I encourage students to ask questions, engage with the course material and think deeply about the issues at hand. I use directed questions and synthesis assignments to challenge them to apply course concepts. This approach helps students access higher tiers of learning. I commonly use activities to increase active learning (e.g., group discussion, pair and share)
- Experiential learning and science are natural partners. Science is, by nature, experiential; thus, some concepts are best learned by doing or directly experiencing. I often use experiential learning approaches that include Place-, Problem- or Project-based learning. This approach is particularly important in quantitative courses where material is best understood and retained with application.
- Tailoring course material in advanced courses extends learning options and allows students to address their interests. In upper-division or graduate courses, I allow students to direct some of the course material, which provides further opportunities for student engagement and for experiential and active learning. Examples of tailoring I’ve used include analyzing and writing up their own data, reviewing topics of interest, developing, writing, and developing a final research project.
- Good teaching requires that the instructor use evidence-based techniques. To improve my teaching and student learning, I’ve read pedagogical material and the peer-reviewed literature. I then employ these techniques in my classes. I’ve also participated in workshops to integrate recent information on inclusiveness and diversity in my teaching.
- Instructor enthusiasm is key to reaching students. Teaching with enthusiasm is critical to engaging students and has been one of my greatest tools to reach students. I’ve found it especially important to share my excitement in more quantitative courses that students perceive as being dull.
*U=undergraduate level, G=graduate level
- University of Missouri- St. Louis
- Biometry (biological statistics; U/G)
- Ornithology (lecture & lab; U)
- Oregon State University
- Avian Conservation and Management (U/G)
- Biology of Birds/Ornithology (U)
- Community and Ecosystem Ecology (U)
- Evolution (U)
- Field Sampling (U)
- Population Biology (U)
- Principles of Fish and Wildlife Conservation (U)
- Projects (a capstone, project based course for the graduate certificate program; FW 506)
- Resource Ecology (U)
- Systematics of Birds (U)/Ornithology Lab (U)
- Wildlife Behavior (G)
- Wildlife Ecology (U/G)
