For the past two years, I have been a teaching assistant for Cognitive Neuroscience in Rice University's Department of Psychological Sciences. My duties include grading, administering exams, holding office hours, and giving feedback on lab performance. I have also been the teaching assistant for the Rice Undergraduate Scholars Program (RUSP) for the past three years. RUSP is a course that meets weekly for a full academic year. The class primarily consists of seniors undergraduates who are interested in research careers and graduate school. RUSP covers topics such as writing a research plan, managing advisor relationships, and research careers inside and outside the academy. As the teaching assistant for RUSP, I grade student work, give at least one lecture per semester, and mentor individual students through the graduate school application process.
I teach written, oral, and visual communication skills to a wide range of audiences through Rice's Program in Writing and Communication. I given guest lectures such as Fundamentals of Slide Design (designed for MBA students in Rice's Graduate School of Business) and Basics of Citing and Integrating Sources (designed for freshmen in a first-year composition course). During the summer of 2020, I co-led a 4-part virtual workshop series on science communication skills that was targeted toward incoming PhD students in STEM fields. I also have extensive experience teaching communication skills to students and postdocs in STEM, social sciences, and the humanities in one-on-one settings.
Teaching is more than just conveying facts.
Effective teaching models thoughtful, creative ways of understanding and interacting with the world. "It depends" has been the answer to most questions I've asked both inside and outside the classroom. Thus, I aim to prepare students to confidently tackle the complex, ambiguous questions they will inevitably encounter in their own lives. No matter the subject I am teaching, I am always:
1) Creating a safe space to be wrong, express confusion, or disagree.
2) Designing teaching material that considers students' emotional and physical needs alongside their intellectual ones.
3) Making heavy use of examples and activities that demonstrate how learning changes the way that we think, the way we behave, and, always, the next question we ask.