My Background
I was born in the Laurel Highlands of Pennsylvania, where I spent my childhood wandering the forest surrounding my family home. During a seventh-grade life science course I realized for the first time that “biologist” was an actual job. As an undergraduate, at the University of Pittsburgh, my academic advisor, Dr. Dennis McNair, realized my early interest in insects and offered to mentor me. Under his direction, I sampled and identified aquatic insects from a restored wetland. Dr. McNair was a classic naturalist. In the field, he walked ahead of me pointing out birds, flowers, and insects, naming them, and spouting off facts about them. I trudged behind him, in the mud, wearing ill-fitting waders, and carrying the buckets, nets, pans, and other assorted collecting equipment. Occasionally he would stop, point to a floral or faunal specimen, and look at me. Bewildered, I would blurt out “Deptford pink,” he would nod and continue walking. In the lab, I spend hours peering through a microscope learning how to identify the insects I had collected. This is where I became an aquatic ecologist, not in a classroom, but in the field and lab with Dr. McNair. These experiences have shaped my philosophy for teaching and mentoring.
In the classroom
When teaching, I encourage my students to move beyond simple memorization through active learning. I stress critical thinking and synthesis of concepts. I accomplish this by maintaining a relaxed and enthusiastic environment that promotes questions and discussion; this allows me to gauge my students understanding of the material.
During introductory laboratory exercises, I emphasize the process of interpreting results and supporting evidence rather than focusing on the “correct answers” of canned lab exercises. Often during exercises from the lab manual, students worry they will make a mistake and not get the expected results rather than focusing on the process of experimentation. I reassure my students that they are here to learn a process and develop into a scientist rather than learn which part of the Coleus leaf contains the chlorophyll. I also frequently use real world examples and applications for even simple scientific topics to promote a synthesis of overarching ideas rather than just a collection of facts. My goal is not just to help mold future scientists, but to increase science literacy and critical thinking in general.
In advanced classes and applied courses, such as Freshwater Invertebrates, I instill in my students that classes are no longer just sources of basic information, but are now also job training and resume building experiences and that they are learning marketable skills, such as rapid bioassessment methods, that are used by various agencies for natural resource assessment and management.
During introductory laboratory exercises, I emphasize the process of interpreting results and supporting evidence rather than focusing on the “correct answers” of canned lab exercises. Often during exercises from the lab manual, students worry they will make a mistake and not get the expected results rather than focusing on the process of experimentation. I reassure my students that they are here to learn a process and develop into a scientist rather than learn which part of the Coleus leaf contains the chlorophyll. I also frequently use real world examples and applications for even simple scientific topics to promote a synthesis of overarching ideas rather than just a collection of facts. My goal is not just to help mold future scientists, but to increase science literacy and critical thinking in general.
In advanced classes and applied courses, such as Freshwater Invertebrates, I instill in my students that classes are no longer just sources of basic information, but are now also job training and resume building experiences and that they are learning marketable skills, such as rapid bioassessment methods, that are used by various agencies for natural resource assessment and management.
Research mentoring
In addition to learning in a classroom environment, I strongly encourage my students become involved in research because this is where they will truly develop into scientists.
As an undergraduate, I was fortunate to have a mentor, Dr. McNair, who was willing to expend time and energy developing a research project for me, and overseeing my development into a biologist. This experience has shaped my views on mentoring and research, because I am a product of undergraduate mentoring, and I understand how important it is to foster hands-on learning for the next generation of scientists.
Mentoring is not only about being there for your students but making sure your team of mentees are there for each other. By understanding that students are just starting out in their careers as scientists and have little to no experience I am able to ensure my undergraduate research is inclusive to all students regardless of background and this allows me to build a diverse team of undergraduates. Additionally, by slowly building a team of undergraduate researchers I have been able to pair less experience students with more experienced students allowing these students to learn from each other, and helping students to move into leadership roles among their peers.
My research has largely focused on amphibians and insects, often in small seasonal wetlands. These taxa and habitats are perfect for undergraduate research projects, as they are generally numerous and can often be found in close proximity to campus. Amphibians and insects are also excellent candidates for mesocosm studies, which are inexpensive and can be housed on or near campus further increasing accessibility and flexibility for students.
As an undergraduate, I was fortunate to have a mentor, Dr. McNair, who was willing to expend time and energy developing a research project for me, and overseeing my development into a biologist. This experience has shaped my views on mentoring and research, because I am a product of undergraduate mentoring, and I understand how important it is to foster hands-on learning for the next generation of scientists.
Mentoring is not only about being there for your students but making sure your team of mentees are there for each other. By understanding that students are just starting out in their careers as scientists and have little to no experience I am able to ensure my undergraduate research is inclusive to all students regardless of background and this allows me to build a diverse team of undergraduates. Additionally, by slowly building a team of undergraduate researchers I have been able to pair less experience students with more experienced students allowing these students to learn from each other, and helping students to move into leadership roles among their peers.
My research has largely focused on amphibians and insects, often in small seasonal wetlands. These taxa and habitats are perfect for undergraduate research projects, as they are generally numerous and can often be found in close proximity to campus. Amphibians and insects are also excellent candidates for mesocosm studies, which are inexpensive and can be housed on or near campus further increasing accessibility and flexibility for students.
Outreach
In addition to traditional teaching and mentoring, I have also participated in a number of public outreach activities including Scouting for Wildlife, Cache River Nature Fest, and Insect Awareness and Appreciation Day. These outreach events focus on educating children and their families about wildlife. Growing up in rural, low-income area of Appalachia, I was a first-generation college student who had only realized that biologist was a possible career choice in the seventh grade, because scientists were not visible to me in my childhood. I believe these types of outreach events are vital for exposing children to science and scientists.
Why I teach
I believe as scientists we must also be educators both in regard to the general public and our students. My contribution to science will not only be the research I perform, but also the research and education contributions my students go on to make.
