As part of my summer field work I've mentored several undergraduate students as part of the Kellogg Biological Station's Undergrad Research Apprenticeship (URA) program. During the summer of 2012 I mentored Allie Burnett (pictured right). She plans to continue on to grad school and will be joining me in 2014 to carry out an independent project. In 2013 I mentored Nicki Cady who plans to continue on to a vet program. In 2014 I will be welcoming Aaron Aguirre as my new assistant on the project.
NSF GK-12 Program (Fall '12 - Spring '14)
The NSF GK-12 program partners graduate students with science teachers in local school districts with the goal of improving graduate student comminucation skills and bringing inquiry activities based on real scientific data into the classroom. Details about the program run out of the Kellogg Biological Station as well as lessons I developed in connection with the program can be found here.
Left: Comstock middle schooler takes measurements from the bioenergy sustainability plot; Right: Snapshot of the bird identification guide used by the 5th graders
2012-2013During my first year in GK-12 I was partnered with Meredith Hawkins and Sandy Erwin in the high school in the Harper Creek School district of Battle Creek, MI. I spent a lot of the year helping several elementary, middle, and high school students take data from the bioenergy sustainability plots put in across all the schools in the GK-12 network. These plots are used to teach students about the ecological considerations involved in planting biofuels as a source of renewable energy. Students at the elementary schools really got into identifying the different invertebrates they caught in the plots! Students at the high school also collected invertebrates from leaf packs placed in a local creek to see how healthy their water was. Sandy's chemistry students also practiced another important scientific skill- writing. Students practiced reading science journalism articles and then writing well-argued essays in response to questions these articles raised.
Top: Elementary students collect invertebrate traps from their school yard plot. A live grasshopper made a tour around the classroom before being released (left); Bottom: Students identify invertebrates from the plots (left) and stream leaf packs (right)
BS 172: Intoductory Organismal Biology (Spring '12)
As a TA at Michigan State I independently ran two 3 hour lab sections (36 students) per week and assisted during a 1 hour recitation section each week. TA's were responsible for picking a theme around which students carried out independent projects for the majority of the semester. My students did projects about animal behavior and addressed questions ranging from "are male or female sparrows more sensitive to predation risk when foraging?" to "do squirrels prefer to forage in the morning or evening?"
Zol 445: Evolution (Fall '11)
As a TA at Michigan State I taught two recitation sections (58 students) for the upper level evolution course. I was responsible for planning roughly half recitation activities as well as half the grading for the lecture portion of the course. Students worked on activities ranging from examining the genetic code in the regions involved in color vision in primates to independent projects examining natural selection in a digital population of guppies.
Bio 295: Animal Behavior (Spring '10)
I was the teaching assistant for this upper level biology course at Grinnell College. This course covered the basics of animal behavior along with labs investigating bird foraging at feeders, stickleback personality and habitat preference, and ant foraging and aggression. Most labs were carried out at the Conard Environmental Research Area (CERA) owned by Grinnell College. I attended all classes and lab sessions and held weekly review sessions. Most review sessions were a short lecture tailored to student's questions.
Bio 150: Introduction to Biological Inquiry (Fall '09)
I was the teaching assistant for this inquiry-based introductory biology course at Grinnell College . This course provides a thorough introduction to primary scientific literature, hypothesis testing, and experimental design, concluding with a student designed experiment and poster presentation. I attended all classes and lab sessions and held weekly review sessions. Most review sessions consisted of a roughly 30 min lecture tailored to student's concerns followed by time for questions.