Teaching

My interest in teaching began during my undergraduate years when I enrolled in the River Monitoring and Mentoring class in my sophomore year. This course provided a unique opportunity for undergraduate students to engage in mentorship and hands-on teaching by working with 7th-grade and high school students. Our primary focus was to educate them on water quality testing techniques and provide essential knowledge about aquatic ecosystems. Throughout the course, we delved into various aspects of river water quality, learning to analyze multiple parameters critical for assessing ecosystem health. 

As part of this initiative, we collaborated with local schools and led younger students through a structured learning experience. After gaining expertise in water quality analysis, we mentored the students by teaching them the same methodologies. Together, we conducted fieldwork at three designated monitoring sites along the Redwood River, where we performed real-time water quality assessments. This project emphasized active learning, civic engagement, and community collaboration, reinforcing the importance of experiential education. The impact of this experience was profound—I was so inspired by the opportunity to teach and mentor that I continued volunteering with the Redwood River Monitoring and Mentoring project every semester. Each time, I found immense joy in guiding 7th-grade and high school students, further solidifying my passion for teaching . 

During my graduate studies at Louisiana State University (LSU), I expanded my teaching experience by serving as a teaching assistant (TA) for multiple courses. I was a TA for Chemical Oceanography and Biological Oceanography, where I played an active role in supporting student learning through lab instruction, discussion sessions, and coursework assistance. Additionally, I completed a semester of Supervised Teaching, a graduate-level course designed to enhance pedagogical skills, while assisting in the instruction of Chemical Oceanography. 

Beyond assisting with established courses, I also contributed to curriculum development. I worked closely with faculty in the Department of Oceanography and Coastal Sciences (DOCS) to develop and implement a new course: Introduction to Marine Science: Field and Lab Methods. My responsibilities included designing instructional materials, setting up laboratory activities, and leading student field exercises. Additionally, I played a key role in establishing a new undergraduate teaching laboratory, helping to create an engaging and effective learning environment for students.

In Fall 2020, I had the opportunity to serve as the sole instructor for Global Environmental Cycles (OCS 3103: Biogeochemistry, An Analysis of Global Change) in the DOCS. Teaching this course independently was a significant milestone in my academic journey, as it allowed me to apply and refine my teaching philosophy while managing all aspects of the class, including lecture preparation, student engagement, assessments, and feedback.

Through these experiences, I have developed a deep appreciation for the role of education in scientific fields. Teaching has not only strengthened my ability to communicate complex concepts effectively but has also fueled my commitment to fostering curiosity and critical thinking in students. I am eager to continue engaging in meaningful teaching and mentorship opportunities, inspiring the next generation of scientists.