Teaching

Post-Secondary Education

Stanford University, Stanford CA

At Stanford, I was a teaching assistant for Introduction to Research in Ecology and Evolutionary Biology (BIO 47, formerly called BIO 44Y). This undergraduate course incorporates ongoing research in our laboratory into a dynamic, course-based undergraduate research experience (CURE). Students use the lab's nectar microbe system to pursue original lab and field research at Stanford's Jasper Ridge Biological Preserve. The course was awarded a teaching prize by the American Association for the Advancement of Science (AAAS). In spring of 2019, I developed a new module for the course where students studied eco-evolutionary dynamics in the nectar microbe metacommunity using experimental evolution coupled with competition experiments. This module differed from previous years because students were able to develop hypotheses, test them in the lab, and analyze their results within five weeks of the course. These laboratory experiments worked well with the field work and analysis of a ten-year dataset collected by students. I developed the labs, wrote and gave the lectures, and was involved in making the student assignments for the majority of the class. Based on student reviews, students felt like the module helped them design, conduct, and analyze an experiment from start to finish.

BIO 44Y students collecting field data from a Sticky Monkey-Flower bush. Figure from Fukami 2013 (Science) and image was taken by Nona R. Chiariello.

UNiversity of Michigan, Ann Arbor MI

At the University of Michigan, I was a graduate student instructor for Introductory Molecular, Cellular, & Developmental Biology (BIOLOGY 172) and upper-level Molecular Biology (MCDB 427). Teaching BIOLOGY 172, I utilized historical examples, quirky YouTube videos (for example, using packed Japanese subway cars to represent the proton motive force), and pictures from adventures in the Ann Arbor area to illustrate the beauty and relevance of biology to introductory students. As a co-instructor for MCDB 427, an upper level molecular biology course, I redesigned the previously lecture-dominated curriculum to incorporate active learning. In discussion, students created a series of study materials including YouTube videos, practice exam questions, written summaries, and class presentations. My teaching philosophy is at the bottom of the page. Please feel free to reach out to me for teaching samples. 

YouTube banner image for MCDB 427's channel.

YouTube banner image for MCDB 427's channel.

Secondary Education

Gulliver Schools, Miami FL 

As the lead debate coach for Gulliver Schools, I worked closely with nationally-competitive high school debaters. Debaters I have coached have won national championships and competed at the highest levels, both on the novice, junior varisity, and varsity levels. In addition, I am the founder of Go, Fight, Win Novice Debate, a free online curriculum for novice policy debaters. 

Gulliver Novice Debate Team, Pinecrest Tournament 2015

Gulliver Novice Debate Team, Pinecrest Tournament 2015

Primary Education

Galileo Innovation Camps, Chicago IL

As a Lead Science Instructor for Galileo Innovation Camps, I inspired young innovators (3rd-5th grades) in the sciences. Teaching the Galileo Innovation Approach (based off the Stanford d.school's innovation process), I worked as a instructor for the Galileo summer day camps in Winnetka, a suburb of Chicago IL. Projects included hydraulic marble runs, catapults, and galimotos. 

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