My teaching experience has mainly been as a teaching assistant for three different classes at University of California, Irvine. The first class was Bio Sci 75 “From Conception to Birth,” an introductory class to human embryonic development for non-biology major students. The second class was Dev Bio 148 “Development and Disease,” an upper division (major) class that teaches what is known about embryonic development in model organisms with an emphasis on developmental processes that are...
My teaching experience has mainly been as a teaching assistant for three different classes at University of California, Irvine. The first class was Bio Sci 75 “From Conception to Birth,” an introductory class to human embryonic development for non-biology major students. The second class was Dev Bio 148 “Development and Disease,” an upper division (major) class that teaches what is known about embryonic development in model organisms with an emphasis on developmental processes that are affected in human syndromes and diseases of embryonic origin. Finally, the third class was Bio Sci 93 “From DNA to Organisms,” an introductory biology class for first year undergraduates. In this class, I conducted study sections of about 25 students with the objective of preparing them for exams by teaching them how to answer questions and solve problems related to lecture content. In addition, I am very experienced in scientific writing and analysis of scientific literature, and this is reflected in the fact that I conducted an extra credit assignment in Dev Bio 148 where I taught students identify the different sections of a scientific article.
My interest in teaching comes from my desire to be a professor running my own lab at a research institution. Since scientific research is filled with failure and unexpected results, scientists must persevere and continue trying until they succeed. I love science, which is why I persist despite the years and difficulties and am eager to share what I learn with others. The proper communication of science is perhaps the one of the most important skills that a scientist can possess. Naturally, science can be communicated though teaching, and I found in graduate school that teaching was an avenue for me to share my excitement for science with other people and perhaps encourage them to follow a similar path. Having completed my Ph.D. in November, I am in a transition period working on a manuscript, and I would like to use this time to continue to share my knowledge, experience, and enthusiasm
