Related to my interest in outreach activities to close the achievement gap across racial and socioeconomic lines, I am interested in STEM teaching pedagogies that are effective for a diverse set of students at the collegiate level. I went to an experimental high school where math was taught without textbooks and biology was taught via the socratic method. It was a wild ride, and I loved it because I was challenged to think hard at all steps of learning – that training made me a great graduate student. I want to bring that type of critical analysis to more schools, especially at the high school and undergraduate level.

Below are a list of my teaching and tutoring activities dating back to high school. Each have given me a unique perspective about teaching STEM in the US at various levels.

  • Boston University Teaching Fellowships
    • Fall 2015 – BE401 Signals and Systems in BME
    • Fall 2016 – BE401 Signals and Systems in BME
  • Washington University Teaching Assistantship
    • Fall 2012 – BME123B Engineering Virtual Studio I
    • Spring 2013 – BME124B Engineering Virtual Studio II
  • Informal teaching and tutoring experiences
    • Summer 2010 – NSBE Summer Engineering Experience for Kids Washington DC (6th graders)
    • 2008, 2009 – IMSA Writing Center tutor
    • Summers 2007, 2008 – IMSA EXCEL tutoring

To develop myself as a teacher, since being at BU, I have earned course certificates for “An Introduction to Evidence-based Undergraduate STEM Education” and “Advancing Learning through Evidence-based STEM Teaching”, both hosted by the Center for the Integration of Research, Teaching, and Learning (CIRTL) national network.

Teaching as Research:

In January 2016, I was selected as a Teaching as Research (TaR) fellow through BU CIRTL which enables me to conduct a research project about teaching practices in BME Signals and Systems course. In Fall of 2016, I implemented a two-pronged research project. An abbreviated version of my final presentation is seen below:

TaR Final Presentation

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