I use evidence-based teaching methods that promote interactive engagement and lifelong learning. I believe that our courses should not just prepare students to become competent and confident scientists, but to develop skills that will stay with them beyond our courses, regardless of their future career paths. This approach is clearly demonstrated in the lab courses I have developed and taught. I have also taught a diverse array of courses to a diverse array of students: from astronomy for non-science majors, to honors physics for physics majors, to physics for a cohort of international, non-native English speaking students in an intensive first-year science program. I also have extensive experience developing teaching assistant training programs and coordinating science outreach programs for K-12 students.
Courses taught and developed
PHYS 7685 - Intro to Discipline-Based Education Research (Special Topics in Physics), Cornell University (Fall 2017)
Role: Course developer and instructor. Syllabus available here.
PHYS 2213 - Physics II: Electromagnetism, Cornell University (Spring 2017)
Role: Course Administrator, lab instructor, discussion section instructor
Chemical Engineering Laboratory, Stanford University (Fall 2015 – Spring 2017)
Role: Curriculum development collaborator
Senior chemical engineering laboratory course sequence that emphasizes the development of critical thinking skills required to characterize, evaluate, optimize, and design an engineered system. I worked with two faculty members in chemical engineering to design the learning goals, course schedule and structure, laboratory materials (pre-lab activities, lab protocols, and post-lab activities), interactive in-class sessions, and assessment materials.
General Physics Lab (Calculus), Foothill College (Winter 2015 – Spring 2017)
Role: Curriculum & material developer
Lab course associated with the introductory, calculus-based mechanics course. I have been collaborating with the faculty instructor to re-design the course structure and learning goals to develop critical thinking skills, understanding of measurement and uncertainty, and data analysis techniques. This has involved restructuring the lab instructions for existing experiments to engage students in iteration, experimental design, and evaluation of models.
Electricity and Magnetism Laboratory, Stanford University (Spring 2015, 2016)
Role: Curriculum and material developer
Lab course associated with the introductory electricity and magnetism course for engineering and life sciences students. I re-designed the course structure to include learning goals about data analysis, measurement uncertainty, and the nature of measurement and models. This included developing a new sequence of experiments and activities, creating pre-lab and in-lab worksheets, creating video tutorials to supplement the pre-lab activities, testing and setting up equipment and experiments, and training the graduate teaching assistants.
Enriched Experimental Physics, University of British Columbia (2010 – 2015)
Role: Curriculum developer, head teaching assistant, teaching assistant
Lab course sequence associated with the introductory, calculus-based physics sequence for physical science majors. I worked extensively on developing the learning goals, materials, and assessments for this course to develop students’ critical thinking skills, understanding of measurement and uncertainty, and understanding of experimental modeling. In addition to preparing experimental protocols and grading rubrics, I developed pen and screen casts to teach data analysis tools and techniques for students to review at home. I also developed all in-class peer instruction activities using Learning Catalytics, including managing the student logins and participation. I developed a suite of computer-based activities for inquiry Invention activities to teach statistical concepts (the Invention Support Environment, described in detail in my Master’s thesis. I provide an example of an Invention activity in the next section). I also developed weekly teaching assistant training sessions and materials.
Introduction to Astronomy, University of British Columbia (2009 – 2010)
Role: Teaching assistant and head teaching assistant
Introductory planetary astronomy course for non-science majors. I facilitated hands-on tutorial activities for developing conceptual understanding. I supported student learning through individual tutoring during regular office hours. As head teaching assistant, I also prepared pre-reading assignments and online quizzes for a just-in-time teaching model and facilitated preparatory training sessions for the other teaching assistants.
Workshops taught and developed
Rethinking Introductory Physics Lab Courses, AAPT/APS New Faculty Workshop (Spring and Fall 2017)
Slides available here.
Authentic Experimentation in Labs Using Structured Quantitative Inquiry, AAPT SM15, SM16 workshop
Workshop at the AAPT summer meeting for physics teachers and instructors about lab development and structure. I developed materials and activities with a co-facilitator to inspire participants with a new approach to lab instruction, give them hands-on experience going through sample activities, and prepare them to implement new tools and pedagogies in their own classrooms.
Teaching by asking: The power of well-crafted questions, Stanford University (Spring and Fall 2015)
Teaching assistant training workshop to introduce tools for engaging in Socratic (or effective) questioning during teaching. I have developed and facilitated this interactive workshop for a diverse group of teaching assistants across faculties at the university. I use materials from the Periscope: Looking into Learning program (https://www.physport.org/periscope/)
Let’s Talk Science Volunteer training, University of British Columbia (2012 – 2015)
Training workshop for volunteers running science outreach activities in classrooms around Vancouver. As coordinator of the UBC Let’s Talk Science program, I developed a new volunteer training workshop that introduced participants to student-centered teaching, active learning, and effective questioning, including opportunities to practice with existing hands-on/minds-on activities and to create their own for their classrooms.
Teaching Assistant Professional Development Program, University of British Columbia (2010 – 2012)
Mandatory departmental teaching assistant training program that included a core 2-day workshop, a semester-long mentorship program, and ongoing course-specific training. I developed presentation modules, worksheet materials, and formative assessments for the core workshop with a team of two co-facilitators. In addition to facilitating the workshop, I also coordinated and oversaw the other ongoing training programs.
Other teaching & outreach experience
UBC Let’s Talk Science, University of British Columbia (2012-2014)
Role: Executive Co-Coordinator
Coordinated a team of 7 assistant coordinators and over 300 active volunteers to deliver hands-on, minds-on science activities to over 10,000 children and youth from across BC and the Yukon each year. Awarded runner-up for national Let’s Talk Science Coordinator of the Year award.
Physics and Astronomy Outreach Program, University of British Columbia (2009 – 2014)
Role: Volunteer
Participated in numerous outreach events, including the Experience Science Day and Physics Olympics each year, delivering hands-on physics activities and demonstrations to youth.
UBC Let’s Talk Science, University of British Columbia (2009 – 2012)
Role: Volunteer
Developed and delivered hands-on, minds-on science, technology, engineering, and math activities to youth across British Columbia through classroom visits, community events, and trips to rural and remote communities.
Creative Encounters with Science, University of Guelph (2006 – 2009)
Role: Instructor
Developed and delivered STEM activities for youth through in-class workshops, after-school programming for girls in science, and week-long summer science and engineering day camps. Worked in a close-knit team of 12 instructors. Designed and coordinated a week-long satellite program.
