I teach all the things, all over the place.

As the Assistant Director of Visual Communication at Rice's Center for Academic and Professional Communication, I teach visual (and oral) communication skills to a wide range of audiences in a wide range of formats. I am especially interested in teaching scientists how to communicate their research through effective data visualization and presentation design. For the past two years, I have co-led a 4-part summer workshop series on science communication skills that was targeted toward incoming PhD students in STEM fields. I also have extensive experience consulting one-on-one on communication skills with students and postdocs in STEM, social sciences, and the humanities.

For the past four years, I have been a teaching assistant for Rice University's Department of Psychological Sciences in classes such as Cognitive Neuroscience, The Neurobiology of Language and Memory, and Children of Immigrants. I have also been the teaching assistant for the Rice Undergraduate Scholars Program (RUSP) for the past four years. RUSP is a course that meets weekly for a full academic year. The class primarily consists of senior undergraduates who are interested in research careers. RUSP covers topics such as writing a research plan, managing advisor relationships, and research careers inside and outside the academy. 

Teaching is more than just disseminating information. 

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. When I teach, 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.