Research Interests: I study protistan systematics, but more specifically, I am elucidating the phylogeny of Euglenids with both morphological and molecular techniques.

My primary goals for teaching are to help students learn how they learn and to instill a sense of healthy skepticism within them. I feel that these very different, yet not unrelated, goals are best met by using inquiry-based methods of teaching and learning.  Due to my inquiry-based learning in high school and college my teachers encouraged me to hone my critical thinking skills early on.  I also learned how science proceeds and developed confidence in my ability to perform science.  I want to facilitate that type of learning through science with my students.  However, most students have a very different background than I do, therefore, I teach in ways to reach all types of students with their diverse learning styles. 

My background has enabled me to incorporate the Socratic method, inquiry techniques and highly effective student-centered pedagogical methods in my teaching.  On the first day of every class I discuss different ways that students study and learn and I encourage my students to find out what works best for them.  Throughout the course we pursue ways to increase their participation and interest.  I give my students relevant topics they can choose from to research and discuss with the class, ask them questions about how course material is important to their world, and show them examples that are exciting to bring less interesting subjects to life.  We consistently consider the "big questions" and revisit ideas we had throughout the course so that we can tie different lectures and labs together.  I feel that this adds meaning and unity to the course and hopefully my students will carry those "big questions" on with them. 

I feel it is best to interact with students on an individual basis.  In addition to normal office hours, we organize group question-and-answer study sessions in which my students are responsible for bringing their questions.  This helps me find out which concepts were confusing the first time I taught them and how I can clarify my students' thinking.  It also helps me find new ways of teaching a subject on the spot so that I can use strategies that are more effective in the future.  However, some students do not do well in group situations and are less likely to participate or share their ideas so I meet with them one-on-one.  Generally this gives the "shy" students more confidence and self-esteem, and they are more likely to participate during lab or ask me or even other students questions if they are confused. 

At the end of the day I know I have done my job if my students ask me, "Why, how, what, when and where?"  This curiosity is what drives science and critical thinking.  For example, I want them to read the newspaper and be skeptical about the results of a statistic until they know the techniques of the survey.  In classes and laboratories we awaken this skepticism by discussing modern issues involved with science and whether or not the statements or arguments are logical.  This challenges my students to evaluate the world around them and makes course material more relevant, which helps with motivation.  I hope they pursue this skepticism throughout their lives so that they continually think for themselves rather than following the herd mentality. 

Just as I ask my students questions, I ask myself, "As a teacher, how can I help science to move forward?"  I pursue my teaching knowing that my students are going to help provide the context for science and society, as citizens and consumers, in the next generation.  Therefore, if my students have the tools of skepticism and the ability to learn, then we will all advance and benefit from their contributions.

How does one learn to become a successful parent?  Every child is different, but a parent can always find ways to praise each of their children for their successes and strengths, guide them to achieving their goals, and teach them to become independent and self-confident.  Of course, this takes time, patience, energy, care and devotion, but I ask you to name one relationship or course of action in life that you deem important that doesn't require those efforts.  In much the same way as parenting, mentoring gives us an opportunity and challenges us to support the growth, development and success of future professionals.

A common fact in science is that research doesn't always end in the result we expected.  If taken the wrong way, a mentee might get frustrated with negative or inconclusive results.  I dutifully monitor my mentee's emotions and stress levels.  I believe that persistence, hard work and thoroughness are some traits that can be praised if she tries her best at research.  I also explain so my mentee that "that's science!" and we learn from both positive and negative results.  This tends to encourage her to keep trying to reach her fullest potential and not lose sight of her goals.

Generally a mentee has some idea of why he wants to try his hand at research.  Some motivators could be to get a good letter or recommendation from you for medical school, determine if he likes research, or one specific aspect of science or research, or possibly he doesn't feel challenged enough in large cookbook laboratories.  It is one goal of mine to help my mentee clarify their goals and constantly re-evaluate those goals as they learn more.  This helps prepare undergraduates to answer many of the big questions that tend to come at the end of their degree, such as:  should I go to medical school, should I go to graduate school, or do I want to continue in a career in science at all?  Having undergone a project with me, students generally feel more secure in making important future decisions because they have self-confidence and know themselves better than before.

Although each mentee comes to a project with a certain level of self-confidence and independence, the experience never fails to have them re-analyze those levels and how well they know themselves.  Some mentees feel that they need constant supervision, whereas other can get themselves into trouble by assuming they already know what to do.  I help direct both extremes of mentees to check themselves to be sure that their self-confidence and independence are justified as well as to feel comfortable to ask for help when it is appropriate.  With these checks in place, each mentee truly understands her weaknesses and strengths.  This helps her not only with science research, but also in all aspects of her life including the career she decides to pursue.