I taught as a graduate teaching assistant for microbiology and microbial genetics for two years during my PhD. Sections held about twenty-five undergraduates, typically eighteen to twenty-two years old. I ran weekly discussion and laboratory sections, held office hours, wrote and graded problem sets and lab reports, and lectured when the course instructor was absent.
After completing my PhD I began working in molecular biology research. In that role I have mentored students one on one in...
I taught as a graduate teaching assistant for microbiology and microbial genetics for two years during my PhD. Sections held about twenty-five undergraduates, typically eighteen to twenty-two years old. I ran weekly discussion and laboratory sections, held office hours, wrote and graded problem sets and lab reports, and lectured when the course instructor was absent.
After completing my PhD I began working in molecular biology research. In that role I have mentored students one on one in the laboratory on experimental design, data interpretation, and scientific writing.
I would tutor in microbiology, microbial genetics, molecular and cell biology, and general biology.
My method in both settings has been the same. I ask the student to work through a problem out loud so I can identify where the reasoning breaks down, then return to an earlier step the student already understands and work forward from there with questions rather than explanation. I use diagrams for processes and pathways and have students reproduce them without reference. I ask for concepts restated in the student's own words before moving to new material. I set goals at the start of a session and review them at the end.
