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Teaching Responsibilities 

COURSE NAME
COURSE LEVEL
NUMBER OF STUDENTS
TYPES OF STUDENTS
UNDERREPRESENTED STUDENTS
BIOL 1100- General Biology (non-majors)
Freshmen-level course
(occasionally)
50 per Fall semester
Non-majors
90%
BIOL 1101- General Biology I
Freshmen-level course
(permanently)
50 per Fall & Spring semesters
Biology majors
90%
BIOL 2020- Basic Neurobiology
Sophomore-level course
(permanently)
24 per Fall semester
Biology majors; few Psychology majors
90%
BIOL 4610- Neuroscience of Drug Abuse
Senior-level course
(permanently)
24 per Spring semester
Biology majors; few Biology M.S. students
90%

 

I also teach an Anatomy and Physiology course in the Summer Ventures In Science & Mathematics Program.  Summer Ventures in Science and Mathematics (SVSM) is a cost-free, state-funded program for academically talented North Carolina residents who may pursue careers based in science and mathematics. The program brings rising juniors and seniors together in residential settings for intensive study.

 

Professional and/or personal goals

Ever since I was accepted into my SPIRE (Seeding Postdoctoral Innovators in Research & Education) Postdoctoral Program at the University of North Carolina at Chapel Hill, I have had a strong interest in the scholarship of teaching & learning in undergraduate science. I have extensive background in undergraduate science education. Most of my experience has been with pedagogy, and not necessarily education research. This program would provide me with the opportunity to answer questions about my teaching effectiveness. As previously mentioned, I do have a solid background in science education. For instance, I have been a member of the Society for College Science Teachers and National Science Teachers Association since 2001. I have participated in numerous workshops associated with the scholarship of teaching and learning, including “Effective College Teaching”, “Research on Teaching & Learning In the Sciences”, “Creating a Writing Intensive Course”, “Teaching Creative Problem Solving”, SCALE-UP workshop, etc. I have published a Case Study entitled “The Campus Coffee Shop: Caffeine Conundrums” at the National Center for Case Study Teaching in Science. Within the last 24 months, I have participated in the annual UNC-TLT (Teaching & Learning with Technology) conference and I attended the “Engaging Science, Advancing Learning” Conference sponsored by AAC&U. At this conference, I learned many new strategies for teaching, but there was also a large discussion on how to address our teaching effectiveness and how to share our information with colleagues across the nation. By participating in the Biology Scholars Program, I will be given the opportunity to learn the skills to assess student learning, be part of a learning community with similar interests, as well as receive preparation on how to share my research with colleagues across the country.

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