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Teaching

I am dedicated to teaching and mentoring the next generation of wildlife professionals and educating the community at large about their role in the conservation of natural resources and biodiversity. I have extensive capabilities and experience teaching field and laboratory biology at the university level, having taught as Instructor of Record and through multiple teaching assistantships during my doctoral work. Additionally, I draw upon my comprehensive background working as a field ornithologist, mammalogist, and wildlife biologist to impart essential technical skills relevant to the study of natural history and monitoring wildlife populations, biological communities, and habitats. Utilizing both my formal training and practical application, I have amassed a varied toolkit of modern pedagogical approaches which I successfully assimilate into the courses and curriculum I develop. This approach includes inquiry-based and experimental learning, open educational resources, and low-stakes assessments which foster critical thinking and metacognitive skills.

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I believe that every individual inherently deserves access to knowledge and the power that comes with it. It is my philosophy that education is a human right, but I do not think that teachers are simply gatekeepers of knowledge; rather we are ambassadors for how knowledge can be used to effectively transform people’s lives for good and foster a greater understanding of the universe and our place in it. As an instructor, I believe it is not only my duty to provide access to knowledge but also to orient students to the tools they will need to put that knowledge to the best possible use. For these reasons, I strive to provide undergraduates with opportunities to actively participate in research and professional development.

Mentorship

Research experience is incredibly important for the professional development of undergraduate students, especially in the sciences. I benefitted greatly from gaining research experiences as a mentee during my early career and feel it is my responsibility to provide similar opportunities to diverse and talented students. I have learned that undergraduate research assistants bring a variety of invaluable skills and perspectives to a project, not to mention their enthusiasm. I have had the privilege of working with a variety of students in both my dissertation research and other academic projects over the last several years.

During my PhD, I mentored a total of 18 undergraduates and post-baccalaureate students on projects ranging from biological surveys in remote backcountry locations, to processing samples for analysis in the lab. Specifically, these relationships have taken the form of small mammal field internships, museum curation assistance, laboratory research, and an internship for a graduate-level GIS certificate program. 

Perhaps the most important part of the mentorship process is taking the time to learn what a mentee’s interests and needs are so that the mentor can best assist them in gaining experiences to develop professionally. I make a point to meet with mentees on a regular basis and discuss research and career topics. While gaining technical skills is an important aspect of an undergraduate’s experience during research, I think it is essential that students understand the scientific questions and motivations that underlie the projects they work on. I make it a priority to discuss the hypotheses and theories that drive my research. I also encourage my mentees to develop their own research questions. This process has taken the form of research presentations for mentees, trainings and workshops, and peer-reviewed paper discussions in the lab (and even around the campfire!). Beyond research experiences, I also feel the responsibility to provide professional development opportunities to the mentees I work with. I regularly schedule in-person workshops and utilize social media, such as Discord, to I share jobs postings and information about professional development topics like how to prepare professional documents such as cover letters, résumés, or a curriculum vitae. 

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Some of my amazing research assistants, mentees, colleagues, and my own advisors and mentors in the field!

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