One of my favorite aspects of research is that one is constantly both student and teacher in dynamic exchanges of knowledge. From an early age, I learned the importance of integrating research into science education from my experiences as a middle-school student teaching hands-on-science to elementary students. Thus, I sought out diverse teaching opportunities to improve my teaching skills. At Amherst College, I worked as a teaching assistant for courses in Biology, Chemistry, and Geology. At Stanford, I served as the teaching assistant a freshman seminar on climate change and a course on interdisciplinary research design for PhD students. I have also guest lectured in a variety of courses. Through these diverse courses, I have learned a variety of teaching techniques as well as experienced the challenges of teaching interdisciplinary topics to diverse students from different disciplines.
I am very interested in the challenges of interdisciplinary education, and I have been an active participant in the improvement of interdisciplinary programs through a variety of university service positions. At Stanford, I founded my PhD program's student committee, and helped significantly revise our PhD program requirements and milestone structure. I also was an active participant in a special working group on interdisciplinarity. I also aggressively pursued opportunities to improve my teaching and communication skills. I took two classes on improving my communication, one class on course design, one class on the public understanding of science, and participated in a variety of communication workshops.
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