My main interest when teaching someone about a topic is that they comprehend the relationships that make this information important.
I believe that knowledge without context cannot be deeply comprehended, and
the purpose of knowledge is not to memorize but to understand.
I believe that knowledge without context cannot be deeply comprehended, and
the purpose of knowledge is not to memorize but to understand.
Mentoring
My mentoring style involves giving the students the tools and working very closely with them, providing the instruments that will make the knowledge accessible and attainable.
Mentoring example:
I am currently mentoring two students who are identifying insects by order. The way I structured their training was by starting with learning to identify the orders, checking on the insects in the teaching lab, and giving them a comprehensive review with a document for reference that included the main information. As they have processed their samples, I’ve been with them answering questions and pointing out the main characteristics that they need to observe. This experience has shown me that a practical approach where students are in a very hands-on situation has yielded better results in cultivating fundamental skills, as the quality of my student’s work has rapidly improved, and they have been able to work better by themselves and find their own answers.
My mentoring style involves giving the students the tools and working very closely with them, providing the instruments that will make the knowledge accessible and attainable.
Mentoring example:
I am currently mentoring two students who are identifying insects by order. The way I structured their training was by starting with learning to identify the orders, checking on the insects in the teaching lab, and giving them a comprehensive review with a document for reference that included the main information. As they have processed their samples, I’ve been with them answering questions and pointing out the main characteristics that they need to observe. This experience has shown me that a practical approach where students are in a very hands-on situation has yielded better results in cultivating fundamental skills, as the quality of my student’s work has rapidly improved, and they have been able to work better by themselves and find their own answers.
Teaching
When I am teaching or lecturing, my main concern is that my message is easily understood. I start with the basics and gradually go into the depths of the topic. I prefer to provide diagrams, pictures, or case studies that explain the interactions or reasoning behind the information and work from that. When I have TA'd or given extension or outreach workshops, I have noticed that my students have an easier time following my instructions when I break them into different steps and explain the reasoning behind each one.
Teaching
When I am teaching or lecturing, my main concern is that my message is easily understood. I start with the basics and gradually go into the depths of the topic. I prefer to provide diagrams, pictures, or case studies that explain the interactions or reasoning behind the information and work from that. When I have TA'd or given extension or outreach workshops, I have noticed that my students have an easier time following my instructions when I break them into different steps and explain the reasoning behind each one.
Teaching Experience
Spring 2023: Course BSCI 361: Principles of Ecology (in person)
In charge of the discussion portion of the course.
Leading the discussion of scientific papers, lab preparation, grading for weekly assignments and seven large assignments (2 sections, 21 students each).
Spring & Fall 2021: Course BSCI 161: Principles of Ecology and Evolution (Virtual and in person)
In charge of the laboratory portion of this course.
Lecture, lab prep and grading for weekly assignments and three large assignments (2 sections, 22
students each).
Received the 2021 Teaching Achievement Award from the Department of Entomology, University of Maryland while teaching BSCI 161 course.
Spring 2023: Course BSCI 361: Principles of Ecology (in person)
In charge of the discussion portion of the course.
Leading the discussion of scientific papers, lab preparation, grading for weekly assignments and seven large assignments (2 sections, 21 students each).
Spring & Fall 2021: Course BSCI 161: Principles of Ecology and Evolution (Virtual and in person)
In charge of the laboratory portion of this course.
Lecture, lab prep and grading for weekly assignments and three large assignments (2 sections, 22
students each).
Received the 2021 Teaching Achievement Award from the Department of Entomology, University of Maryland while teaching BSCI 161 course.