In my teaching practice, I view my role as that of a facilitator and guide. Thus, my primary job as an instructor is to develop educational materials, communication strategies, and classroom environments that facilitate students discovering biology for themselves. My classrooms are highly collaborative, egalitarian spaces that intentionally blur the demarcation between educator and student, inviting my students on a journey with me through biological topics. 

I create these educational spaces by communicating my trust in and empathy with students, facilitating shared vulnerability that helps students communicate with and learn better from both myself and their peers. I work hard to harness the diversity in my classrooms, grouping students such that they can mentor each other, as well as weaving a wide variety of perspectives and representation into my teaching materials. 

Finally, I am a firm believer in transparency in the educational system. Students' frustrations in classroom so often originate from a feeling of hopelessness or a lack of control over their own education. Further, a lack of clarity can contribute significantly to opportunity gaps between students that belong to historically underrepresented and historically overrepresented groups. I address transparency primarily with radical honesty, as well as a variety of material developmental strategies that help my students understand the goal of my assignments, as well as how to succeed in my classroom.