Science and learning are inextricably linked. Learning develops students into scientists; science generates knowledge for us to learn about the world. Given my belief that scientific education benefits both science and society, throughout my career, I have taken an active role in gaining experience as a science educator.
I have extensive teaching experience in biology . Alongside my PhD, I received a Certificate in University Teaching that taught higher education pedagogy and provided me with a supervised teaching practicum. I have taught a Biology of Climate Change course as instructor of record, a class that I developed the curriculum for, delivered quantifiable learning outcomes, and which was well-reviewed by students at the end of the semester. Additionally, I served as a graduate teaching assistant across seven semesters in both laboratory and recitation sections of two introductory biology courses: Introductory Biology: From Molecules to Organisms and Introductory Biology: Organisms and the Environment. In my roles as a graduate teaching assistant, I actively developed curriculum, assessed student progress, and implemented course improvements that were carried forward through future semesters. Furthermore, I have served as an invited guest lecturer six times in a variety of biological courses, many of which allowed me to translate my research expertise in plant-pollinator ecology into interactive learning activities. Currently, alongside my post-doc, I am developing a three-unit lab for implementation in Webster University’s Ecology course, which leverages my post-doctoral research to teach students how to conduct research on the ecological impacts of global change, thereby translating my research into teaching.
I have extensive teaching experience in biology . Alongside my PhD, I received a Certificate in University Teaching that taught higher education pedagogy and provided me with a supervised teaching practicum. I have taught a Biology of Climate Change course as instructor of record, a class that I developed the curriculum for, delivered quantifiable learning outcomes, and which was well-reviewed by students at the end of the semester. Additionally, I served as a graduate teaching assistant across seven semesters in both laboratory and recitation sections of two introductory biology courses: Introductory Biology: From Molecules to Organisms and Introductory Biology: Organisms and the Environment. In my roles as a graduate teaching assistant, I actively developed curriculum, assessed student progress, and implemented course improvements that were carried forward through future semesters. Furthermore, I have served as an invited guest lecturer six times in a variety of biological courses, many of which allowed me to translate my research expertise in plant-pollinator ecology into interactive learning activities. Currently, alongside my post-doc, I am developing a three-unit lab for implementation in Webster University’s Ecology course, which leverages my post-doctoral research to teach students how to conduct research on the ecological impacts of global change, thereby translating my research into teaching.
Teaching Philosophy
Teaching and learning are dynamic processes.
Key to my philosophy of teaching is the idea that teaching and learning – just like science itself – are dynamic processes. I apply this philosophy to my teaching by using inquiry-based and active-learning approaches that promote personal investment in learning, by encouraging students to pursue their interests. For example, in my Biology of Climate Change course, students chose unique topics related to the course theme and critiqued how well popular media coverage of the topic conveyed findings from primary scientific literature. As evidenced by student testimonials of this course – “I learned a lot from this course. I enjoyed that I was able to research topics that are of interest to me.” – I have found that placing students as active participants in their education yields positive learning outcomes. Accordingly, I design assessments that emphasize open-ended prompts as opposed to emphasizing a student’s ability to reiterate course material. For example, instead of asking students to state how flowering time has been affected by climate change, I might ask them to describe how a scientist would test whether flowering time has been affected by climate change. This open-ended style of assessment allows me to gauge student comprehension of a subject and tailor subsequent course material to meet student needs. Moreover, I nurture a dynamic learning environment by prioritizing prompt feedback on student assessments, so that students are able to readily identify areas for improvement.
Research is a pedagogical tool.
Following the age-old adage – I hear and I forget, I see and I remember, I do and I understand – I believe that participation in the scientific method is fundamental to student development in the sciences. I use research as a pedagogical tool that places students at the center of learning, while simultaneously teaching fundamental scientific concepts. In the course Introductory Biology: Organisms and the Environment, I encouraged students to think like scientists by having collaborative student groups design, execute, and analyze scientific experiments. Currently, I am collaborating with Dr. Nicole Miller-Struttmann – a professor at Webster University – to develop a lab activity based on my post-doctoral research that teaches students about phenological responses to climate change. This lab places students in the role of scientists by having students collect flowering time data from herbarium records and conduct linear regressions in R to analyze changes to flowering time across the 20th century. I will implement this lab in Webster University’s fall 2022 Ecology course and quantitatively evaluate how it affects student learning outcomes.
Learning is aided by collaboration.
Education, just like science, does not occur in isolation; rather, it is a community endeavor. Through my teaching, I encourage collaboration both via student-student interaction and student-faculty interaction. In many of my courses, I often employ a flipped classroom approach, where class time is focused on hands-on, collaborative engagement with course material. This is exemplified by the course Introductory Biology: From Molecules to Organisms, in which I centered recitation sections on collaborative active-learning exercises, where student groups collaboratively solved problems related to the course material and then had the opportunity to teach these solutions to their classmates. Outside class, I promote student-student collaboration via online discussion boards, where students pose and answer questions related to course material. I actively promote student-faculty interaction by engaging with student groups during class and adopting an open-door policy.
Diversity, equity, & inclusion in teaching.
Science and learning are strengthened by diversity. However, traditional modes of assessment (e.g., tests based on lecture-centric courses) are not equitable across students. Accordingly, I foster a learning environment that is amendable to individual differences in learning and that views assessments as opportunities for growth. Moreover, I recognize that representation promotes diversity in science and that unconscious bias hinders diversity. I promote representation by celebrating examples of scientists from historically underrepresented groups (e.g., Charles Henry Turner, Rosalind Franklin, Jane Wright) in my teaching. This acknowledges historical biases present in the sciences, while emphasizing to students that people of any background can lead successful scientific careers. I strive to counteract unconscious bias by employing anonymous grading whenever possible. In my courses, I am transparent about my use of anonymous grading, which I have found to positively facilitate student-faculty interaction by ensuring students that grading will be fair and unbiased.
Key to my philosophy of teaching is the idea that teaching and learning – just like science itself – are dynamic processes. I apply this philosophy to my teaching by using inquiry-based and active-learning approaches that promote personal investment in learning, by encouraging students to pursue their interests. For example, in my Biology of Climate Change course, students chose unique topics related to the course theme and critiqued how well popular media coverage of the topic conveyed findings from primary scientific literature. As evidenced by student testimonials of this course – “I learned a lot from this course. I enjoyed that I was able to research topics that are of interest to me.” – I have found that placing students as active participants in their education yields positive learning outcomes. Accordingly, I design assessments that emphasize open-ended prompts as opposed to emphasizing a student’s ability to reiterate course material. For example, instead of asking students to state how flowering time has been affected by climate change, I might ask them to describe how a scientist would test whether flowering time has been affected by climate change. This open-ended style of assessment allows me to gauge student comprehension of a subject and tailor subsequent course material to meet student needs. Moreover, I nurture a dynamic learning environment by prioritizing prompt feedback on student assessments, so that students are able to readily identify areas for improvement.
Research is a pedagogical tool.
Following the age-old adage – I hear and I forget, I see and I remember, I do and I understand – I believe that participation in the scientific method is fundamental to student development in the sciences. I use research as a pedagogical tool that places students at the center of learning, while simultaneously teaching fundamental scientific concepts. In the course Introductory Biology: Organisms and the Environment, I encouraged students to think like scientists by having collaborative student groups design, execute, and analyze scientific experiments. Currently, I am collaborating with Dr. Nicole Miller-Struttmann – a professor at Webster University – to develop a lab activity based on my post-doctoral research that teaches students about phenological responses to climate change. This lab places students in the role of scientists by having students collect flowering time data from herbarium records and conduct linear regressions in R to analyze changes to flowering time across the 20th century. I will implement this lab in Webster University’s fall 2022 Ecology course and quantitatively evaluate how it affects student learning outcomes.
Learning is aided by collaboration.
Education, just like science, does not occur in isolation; rather, it is a community endeavor. Through my teaching, I encourage collaboration both via student-student interaction and student-faculty interaction. In many of my courses, I often employ a flipped classroom approach, where class time is focused on hands-on, collaborative engagement with course material. This is exemplified by the course Introductory Biology: From Molecules to Organisms, in which I centered recitation sections on collaborative active-learning exercises, where student groups collaboratively solved problems related to the course material and then had the opportunity to teach these solutions to their classmates. Outside class, I promote student-student collaboration via online discussion boards, where students pose and answer questions related to course material. I actively promote student-faculty interaction by engaging with student groups during class and adopting an open-door policy.
Diversity, equity, & inclusion in teaching.
Science and learning are strengthened by diversity. However, traditional modes of assessment (e.g., tests based on lecture-centric courses) are not equitable across students. Accordingly, I foster a learning environment that is amendable to individual differences in learning and that views assessments as opportunities for growth. Moreover, I recognize that representation promotes diversity in science and that unconscious bias hinders diversity. I promote representation by celebrating examples of scientists from historically underrepresented groups (e.g., Charles Henry Turner, Rosalind Franklin, Jane Wright) in my teaching. This acknowledges historical biases present in the sciences, while emphasizing to students that people of any background can lead successful scientific careers. I strive to counteract unconscious bias by employing anonymous grading whenever possible. In my courses, I am transparent about my use of anonymous grading, which I have found to positively facilitate student-faculty interaction by ensuring students that grading will be fair and unbiased.
Mentoring Philosophy
Given my belief that research participation is one of the most effective pedagogical tools for developing students into scientists, I am dedicated to mentoring students on independent research outside of the traditional classroom setting. To date, I have mentored 29 undergraduate and 2 high school students on directed research. Many of my mentees have published their projects. For example, Tian Manning, a student whose undergraduate thesis I advised during my PhD, published her project as primary author, with co-authorship of Kamau MuseMorris, a high school student that I advised (Manning, Austin, MuseMorris, Dunlap 2021, Behavioural Processes). Piper Cole, a student who I advised through a remote Research Experiences for Undergraduates program during my post-doc, was published as second author on a project incorporating her research (Austin, Cole, et al. 2022, American Journal of Botany). Five of my students have also presented their work at local and national conferences (e.g., Manning et al. 2019, Animal Behavior Society). One of the strengths of using research as pedagogy is that students not only gain skills directly applicable to research careers, but also gain skills that are transferrable across professions. I strive to instill in my mentees the broad array of skills that come with being a researcher – e.g., leadership, collaboration, problem solving – so that my mentees are empowered to leverage these skills in whatever profession they pursue after graduation. As a cheerleader for my students, I am proud that my mentees have gone on to pursue a diverse set of scientific careers.
Diversity, equity, & inclusion in mentoring.
As with my approach to classroom teaching, my mentoring approach is grounded in the idea that research experiences should be equitable and accessible for all students. Accordingly, I leverage the multidisciplinary techniques used in my research to ensure that all of my mentees have meaningful research experiences that are amenable to their schedules. For example, students who work remotely or do not have availability for scheduled lab work can pursue projects that use online data (e.g., Climate Research Unit, Global Biodiversity Information Facility) or involve mathematical modeling, while students looking for in-person research experience can pursue projects involving field or lab data collection. Given the diversity of techniques used in my research, my students are empowered to pursue projects that integrate technical skill sets that are unique to their individual career goals.
Diversity, equity, & inclusion in mentoring.
As with my approach to classroom teaching, my mentoring approach is grounded in the idea that research experiences should be equitable and accessible for all students. Accordingly, I leverage the multidisciplinary techniques used in my research to ensure that all of my mentees have meaningful research experiences that are amenable to their schedules. For example, students who work remotely or do not have availability for scheduled lab work can pursue projects that use online data (e.g., Climate Research Unit, Global Biodiversity Information Facility) or involve mathematical modeling, while students looking for in-person research experience can pursue projects involving field or lab data collection. Given the diversity of techniques used in my research, my students are empowered to pursue projects that integrate technical skill sets that are unique to their individual career goals.