Teaching Philosophy 

My teaching philosophy stems from an appreciation for “the student”- an individual with unique perspectives, needs, and aspirations. As a social psychologist, I recognize and celebrate the diverse experiences that make students individuals, and strive to cultivate a learning environment in which the skills and knowledge acquired in the classroom can translate seamlessly into progress towards their personal goals and endeavors. I firmly believe that students reach their full potential when they feel actively involved in the procurement of their future success and feel supported by their peers and mentors.

         This philosophy is manifested in my behavior and instruction style in the classroom. Advancing comprehension of science can be a daunting task, even for students intrinsically motivated to accomplish such. One of my goals that I feel most determined to accomplish each semester is the reframing of scientific study from scary and inaccessible to familiar and manageable (and hopefully even interesting). I have found that fostering relationships with students through shared human experiences before diving into formal instruction, such as learning their favorite television show, allows students, especially first- generation or first year students, to feel represented and comfortable. In the undergraduate laboratory class setting, where my teaching portfolio originates, this establishment of rapport has been critical to students’ receptiveness to the personalized, hands-on learning that allows them to excel.