Higher Education Instruction and Evidence-Based Pedagogy

As an experienced STEM educator in the United States, I have dedicated over six years to teaching and mentoring undergraduate students at three major R1 research institutions, including the University of Georgia, the University of Arizona and my alma mater, Northern Arizona University.

My instructional philosophy centers on leveraging inquiry-based pedagogy and model-based reasoning to enhance scientific literacy among both biology majors and non-majors. Throughout my career, I have served as both an laboratory instructor and a graduate teaching assistant for rigorous and intro courses spanning molecular biology, cell biology, and introductory statistics.

A core component of my work involves the implementation of the Authentic Inquiry through Modeling in Biology (AIM-Bio) curriculum at the University of Arizona. In this capacity, I design and facilitate active-learning modules explicitly aimed at increasing student epistemic agency, critical thinking, and collaborative problem-solving capabilities.

Inclusive Curriculum Design and Academic Scaffolding

My expertise extends beyond the classroom into the realms of academic scaffolding and inclusive resource development. I have mentored hundreds of diverse students, guiding them through the intricate processes of experimental design, data interpretation, and evidence-based argumentation using primary literature.

To actively support student retention and self-efficacy, I prioritize the creation of accessible educational materials. This includes developing student-facing “how-to” guides that demystify scientific writing and technical reporting expectations. Whether I am facilitating small-group breakout sessions or coordinating multi-tiered instructional teams, my primary objective is to cultivate an inclusive, collaborative learning environment that drives long-term student success in STEM.

I intentionally design my academic scaffolding to be a welcoming, judgment-free safe space where there is no such thing as a “stupid question.” Creating this open environment is incredibly important to me; research shows that when we encourage STEM students to be naturally inquisitive and free to think critically, they develop a stronger sense of belonging and are far more likely to stay in STEM fields.

Also, I have curated a set of videos for anyone who is interested in observing my approach of teaching.

Video set #1 (with four videos) – Context: Introductory Biology Lab for Non-Majors – Part 1

Video set #1 (with four videos) – Context: Introductory Biology Lab for Non-Majors – Part 2

Video set #1 (with four videos) – Context: Introductory Biology Lab for Non-Majors – Part 3

Video set #1 (with four videos) – Context: Introductory Biology Lab for Non-Majors – Part 4

Video set #2 (with three videos) – Context: Cellular Biology for Upper-Division majors – Part 1

Video set #2 (with three videos) – Context: Cellular Biology for Upper-Division majors – Part 2

Video set #2 (with three videos) – Context: Cellular Biology for Upper-Division majors – Part 3

Video set #3 (with three videos) – Context: AIM-Bio Intro Molecular and Cell Biology Lab Curriculum – Part 1

Video set #3 (with three videos) – Context: AIM-Bio Intro Molecular and Cell Biology Lab Curriculum – Part 2

Video set #3 (with three videos) – Context: AIM-Bio Intro Molecular and Cell Biology Lab Curriculum – Part 3