Introductory Courses: Engineering Design, Programming, Image Processing, Circuits, and Electronics
Advanced Courses: Biophotonics, Signals and Systems, Microscopy and Imaging Techniques, and Technical Communication for Scientists and Engineers
Substitute Instructor: Introduction to Circuits, ENGP 2010
Tulane University, Fall 2013: Managed one TA, two peer mentors, and oversaw 45 undergraduate students
Substituted for the instructor of record as the sole instructor for 1/3 of course timeline by organizing 18 lectures, 6 homework assignments, and designing and grading 2 exams. I then aided other departmental instructors in the design and grading for the remaining 1/3 of the course.
Teaching Assistant: Computing Concepts and Applications, BMEN 2020 + 3 Labs
Tulane University, Spring 2013 | Spring 2017: Managed 2 lab instructors, 52 | 68 undergraduates
Oversaw the 3 days/week labs for the course and organized and presented 6 lectures during the semester. Worked with the instructor to create homework, quizes and tests and graded exams.
Teaching Assistant: Introduction to Circuits, ENGP 2010
Tulane University, Fall 2012: 56 undergraduates
Worked with the instructor to create homework and tests and graded both homework and exams. Provided regular office hours and oversaw 4 review sessions.
Technical Writing Consultant
Louisiana Tech University Writing Center, May 2010-May 2012
Reviewed and suggested corrections for student documents: literature papers, technical manuals, scientific journal articles, and dissertations.
Every person in academia, student, instructor, or staff member, is a unique composition of experiences that both identify them as individuals and unite them with others. These experiences are sometimes obvious but others are often hidden. Our motivations, reactions to events, and the way we assimilate new knowledge are impacted by what makes us unique individuals. I strive to create an inclusive class with a teaching style that considers students who have backgrounds that allow them to excel in the course as well as those who may have mental blocks against the subject. For this reason, I make it a point to get to know my students as much as possible early in the course, through individual meetings as well as first-day activities. I also prefer to contact students before class begins, noting times they can reach me to discuss any pre-course concerns such as disability accommodations, inviting students to share their preferred names and pronouns in private as needed, and providing an accessible syllabus.
Ultimately, I hope to provide my students with a set of tools and knowledge they need to succeed in their career. Part of this success will be their ability to recognize how they learn best and how to contribute their knowledge to a group. Another part is to introduce them to opportunities they may not be aware of, such as undergraduate research positions, entrepreneurial competitions, volunteer events, and access to specialized tools for independent projects. Most importantly, I believe students need to be able to clearly communicate their ideas with their peers and their supervisors to succeed in any industry. Communication, in this regard, entails not only the ability to verbally communicate in a project presentation but also in discussions with groups and in written form (both memos and technical reports).
I am still developing as an educator, particularly in course design and classroom management. Although I have spent several semesters as a Teaching Assistant for large (50+) sections of Introduction to Circuits and Introduction to MATLAB (Programming) courses, I have never been an instructor of record on a course. My duties related to leading an occasional lecture each semester, organizing recitation sessions, developing and grading exam and homework questions, and overseeing student projects. In my second year as a graduate student, I acted as substitute instructor for the Introduction to Circuits course (sophomore level biomedical engineering and physics students) where I organized and presented eighteen lectures and two exams and then aided faculty in a team-teaching endeavor to finish the course. I joined a graduate student-organized pedagogy discussion group where we covered topics related to undergraduate STEM education, such as how to facilitate discussion in intro-level courses and helping students find real-world applications for more theoretical coursework. I have regularly attended American Society for Engineering Education conferences and webinars to additionally further develop my teaching toolbox. From these conferences, I have gained an appreciation for utilizing supplemental peer instruction groups; semester-long, low-stake projects; and taking advantage of online, open-access media for learning outside the classroom, such as pairing homework activities with Khan-Academy videos and promoting discussions on recorded TED Talks.
I possess a broad background that prepares me to teach a number of foundational courses in engineering, cell biology, physics, and mathematics. I also have the potential to teach interdisciplinary courses as upper level electives, such as engineering design, MATLAB programming, optics, image analysis, and anatomy and histology. I enjoy working with freshmen and sophomore students as they are still developing their thinking styles and interests, but I have also spent time mentoring advanced students in research settings and believe I would equally enjoy the more in-depth theoretical discussions possible in more specialized courses. I am particularly interested in teaching courses that emphasize STEM communication and ethics, as I believe these are critical to the development and success of students in STEM fields. This course would emphasize both clarity in communication, as well as prepare students for job applications and interviews.