Teaching and Mentorship

I want to create a classroom that is inclusive for all students from diverse backgrounds, races, genders, etc., and promote the idea that anyone can be good at science or pursue a science career.

I have wanted to become a teacher since high school; college and graduate school put me on a path to become a professor, where I can combine this passion for teaching with scientific research. I believe the synthesis of both aspects is crucial for science education and therefore I employ laboratory material in lecture courses and vice versa. I strongly believe that anyone can become a scientist with the right motivation and support, and I strive to encourage scientific thinking in everyday life. This mindset gives me a framework for teaching that encourages students from all backgrounds, building on my own experiences as the first scientist in my family. It also supports my personal beliefs and goals to increase diversity, equity, and inclusion within my discipline and academic community.

Hopkins Microbiology Course

HMC is run by Stanford faculty at the Hopkins Marine Station in Monterey. Students from across the world come to learn more about microbial ecology and metabolism through lectures and lab experiments. As lead course assistant, I was responsible for organizing lab exercises, preparing materials, and coordinating activities with faculty, TAs, and students.


Bard College, Citizen Science

I served as an instructor for first-year students at Bard College, where I guided them through a curriculum on science and water quality, incorporating current events and local issues.


Stanford’s Summer Undergraduate Research in Geoscience and Engineering (SURGE) Program

The SURGE program brings students from underrepresented backgrounds to Stanford to do research. I have had the privilege of serving as a mentor to two incredible undergraduate women through this program.


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