My Approach to Teaching Ecology

When students take an ecology course, I hope that they find the experience to be useful, accessible, relevant, and confidence-building. Not all students will pursue careers in ecology, but ecology courses should be useful to every student, teaching transferable skills that students can take with them to a variety of careers. These skills should include quantitative skills, like mathematical modeling, statistics, and quantitative reasoning, as well as skills like critical thinking, communicating science, and ecology field research skills. Ecology education should also be accessible. Students of all different backgrounds, such as students with disabilities, minoritized students, and students who are entering the field will less preparation should all feel welcomed and included. One of my top priorities is to create courses where everyone feels welcome and included, where barriers to participation are reduced or removed, and where students can engage in a growth mindset. I also believe that ecology education should also be relevant, connecting not only to pressing global issues like climate change, but also connecting to students’ lived experiences and their communities. Finally, I believe that ecology coursework should be confidence-building, helping students realize that the work they do can make a difference in society and that they belong in science. My research and teaching are grounded in these values and guided by the goal of making ecology education inclusive, rigorous, and meaningful for all students.

My plans for teaching in the future include:

• Spring 2026: Evolution and Ecology (EVE) 101: Introduction to Ecology
• Fall 2026: Evolution and Ecology (EVE) 101: Introduction to Ecology and
  Evolution and Ecology (EVE) 125: Ecological Statistics
• Spring 2027: Evolution and Ecology (EVE) 101: Introduction to Ecology

I have experience as instructor of record teaching the follow courses:

Evolution and Ecology (EVE) 101: Introduction to Ecology (Upper Division)
University of California, Davis, Fall 2025

Catalog description: General survey of the principles of ecology.

Wildlife, Fish, and Conservation Biology (WFCB) 122: Population Dynamics & Estimation (Upper Division)
University of California, Davis, Spring 2025

Catalog description: Description of bird, mammal and fish population dynamics, modeling philosophy, techniques for estimation of animal abundance (e.g., mark-recapture, change-in-ratio, etc.), mathematical models of populations (e.g., Leslie matrix, logistic, dynamic pool, stock recruitment); case histories.

Biological Sciences (BIO) 160: General Ecology (Upper Division)
Sacramento State University, Fall 2024 & Spring 2025

Catalog description: Examination of the interrelationships among organisms and their environments. Designed for the major in Biological Sciences or related fields. Topics include the structure and function of terrestrial and aquatic ecosystems, population and community dynamics and human effects on ecosystems.

Biological Sciences (BIO) 1: Biodiversity, Evolution, and Ecology (Lower Division)
Sacramento State University, Fall 2024

Catalog description: Introduction to properties of life and cells leading to genetic and biological diversity. Survey of biological diversity emphasizing variation leading to natural selection; introduction to ecological concepts within an evolutionary framework; a survey of ecosystems and global climate change. Development of scientific skills will be emphasized. Designed for science majors.

I have experience as a teaching assistant in the following courses:

Teaching Assistant for Wildlife, Fish, and Conservation Biology (WFCB) 122: Population Dynamics and Estimation (Upper Division)
UC Davis, Spring 2016

Catalog description: Description of bird, mammal and fish population dynamics, modeling philosophy, techniques for estimation of animal abundance (e.g., mark-recapture, change-in-ratio, etc.), mathematical models of populations (e.g., Leslie matrix, logistic, dynamic pool, stock-recruitment); case histories.

Responsibilities: Leading weekly computer lab sessions, holding office hours, conducting reviews prior to exams, grading quizzes and lab assignments, giving one full lecture on fish and mammal population biology. During lab sessions I was responsible for teaching students how to use excel to perform mathematical and statistical investigations related to population dynamics and population estimation.

Teaching Assistant for Environmental Science and Policy (ESP) 100: General Ecology (Upper Division)
UC Davis, Fall 2015

Catalog description: Theoretical and experimental analysis of the distribution, growth and regulation of species populations; predator-prey and competitive interactions; and the organization of natural communities. Application of evolutionary and ecological principles to selected environmental problems.

Responsibilities: Leading weekly discussion sessions, introducing students to primary ecology literature, developing discussion session content, conducting review sessions prior to exams, writing exam questions, grading projects and exams.

Instructional Student Assistant in the Department of Mathematics and Statistics (Lower Division)
Sonoma State University, Spring 2012 – Fall 2013

Mathematics and Statistics 150: Modern Geometry

Catalog description: A study of Euclidean geometry. It will cover topics such as compass and straightedgeconstructions, proofs, parallel and perpendicular lines, triangles, circles, polygons, measurement, solids, transformations, tessellations, and the use of geometry software.

Mathematics and Statistics 111: Symmetry in the Arts and Sciences

Catalog description: This class explores the symmetries that exist in art as well as the natural world around us, and how symmetry can be described in terms of mathematics. A central theme is the contribution of mathematics to other fields, such as architecture and decorative art, engineering of mechanical devices, music and dance, evolution and anatomy, crystallography, chemical bonding and atomic structure, philosophy, and mathematical proofs.

Responsibilities: Leading weekly tutoring sessions structured as discussion sessions, writing and preparing solution manuals, maintaining gradebooks and grading homework and exams.