Teaching Philosophy and Experience

My teaching philosophy centers on active, student-driven learning, which I believe best fosters critical thinking, collaboration, and a deep understanding of science. Drawing on my experience teaching courses such as Animal Physiology, Comparative Biomechanics, and Animal Defense, I integrate biology, physics, mathematics, and ecology to help students connect fundamental concepts to real-world phenomena. While my research explores biomechanics and comparative physiology—focusing on the physics of organismal movement—I am prepared to teach across a range of topics, including ecology, evolution, behavior, and fluid dynamics.

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A core principle of my approach is encouraging students to learn through hands-on investigation. In physiology labs, for example, I have guided undergraduates to collect data using strain-gauges, oxygen sensors, and high-speed cameras, reinforcing classroom concepts with direct observation and measurement. I organize discussions and reflection activities after lab sessions, prompting students to connect their findings back to course topics. This two-step model—practical experimentation followed by group analysis—helps students form deeper conceptual understanding. Interdisciplinary readings from physics, biology, and evolution further inspire them to view complex problems from multiple perspectives.

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Student agency is equally important. Early in the semester, I collaborate with students to identify course topics or tailor assessments—such as choosing between an oral presentation, written exam, or research proposal—that best suit their learning goals. In one course, students opted for a mock grant assignment as a final project; they valued the challenge of formulating research questions and communicating their ideas in a professional context. Consistent formative assessments, such as weekly quizzes, give students regular feedback and allow them to track their growth.

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Finally, I prioritize an inclusive classroom that respects diverse viewpoints and learning styles. Drawing on my experience hosting Project Biodiversify workshops, I highlight contributions of scientists from underrepresented groups, use gender-neutral language, and offer flexibility in deadlines or collaboration formats. By actively soliciting feedback through mid-semester evaluations and office hours, I continue to refine my pedagogy in response to student needs.

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Through these strategies—hands-on research, student-driven projects, and inclusivity—I aim to cultivate scientifically curious, critically engaged students prepared to excel both in and beyond the classroom.