Teaching Statement

        I believe the most powerful outcome of education is not the transmission of knowledge but the cultivation of curiosity, critical thinking, and independent learning. My goal as an educator is to guide students toward becoming independent thinkers who can evaluate evidence, ask meaningful questions, and approach problems systematically. In an era of rapid information growth and generative AI, fostering scientific literacy is more important than ever: students must be able to assess the quality and authenticity of information, not simply absorb it.

        My teaching experience spans classroom instruction, mentoring, and scientific outreach. As a teaching assistant for BIO201L: Introduction to Biology: Molecular Biology, I led 15–17 students through a semester-long laboratory project in which they extracted yeast genomic DNA, cloned DNA fragments, and identified unknown sequences. I integrated active-learning strategies such as group-based problem solving, pre-class quizzes, and structured discussions. By the end of the course, students not only mastered molecular biology techniques but also presented the logic and significance of their projects with confidence. My effectiveness was reflected in consistently strong teaching evaluations, averaging 4.83 out of 5. In BIO220: Cell Biology, I facilitated recitations that emphasized problem-based learning from primary literature. Students dissected real-world questions, designed experimental approaches, and debated interpretations, transforming what could have been a passive experience into an active process of discovery.

        To deepen my pedagogical training, I completed Duke University’s Certificate in College Teaching program. The coursework provided me with a strong foundation in course design, inclusive teaching strategies, and effective assessment methods. These experiences shape my vision for the classroom: interactive environments where students learn through discovery, practice critical evaluation, and gain transferable problem-solving skills.

        Beyond the classroom, I have mentored undergraduates and master’s students through independent research projects in programs such as HHMI-VIP, Amgen Scholars, NSF-REU, and Columbia SURF. My approach is to help each trainee take ownership of their project while continually asking the “what, why, and how”: What did you do? Why is this important? How did you approach this question? This ensures they not only gain technical skills but also learn to think like scientists. Many of my mentees have presented their findings at regional or national meetings, and several have continued to graduate school or scientific careers.

        I recognize that students bring diverse strengths and needs to the lab. Some thrive with independent exploration, while others benefit from more structured guidance. My mentoring philosophy is to tailor my approach to each trainee through open communication and individualized learning plans (with yearly review of their individual development plan, using myIDP). My ultimate goal is to foster confidence, independence and a lasting capacity for self-directed learning.

        Looking ahead, I am prepared to teach undergraduate and graduate courses in molecular biology, cell biology, genetics, and plant biology, as well as specialized topics in cytoskeletal biology, organelle dynamics, microscopy, quantitative imaging, and scientific visual communication. Regardless of the subject, my goal is to create classrooms where students experience the excitement of discovery, develop confidence in their abilities, and carry forward the tools of critical inquiry into their future endeavors.