Inquiry and inclusion

My teaching philosophy is centered on inquiry, inclusion, and the intersection of science and social justice.

Man at Desk


University of Colorado, 2017

This was a semester-long course that was designed and taught by a team of two graduate students and two undergraduate students. It was targeted for freshman who were considering majoring in physics and we actively recruited and preferentially admitted underrepresented minorities and first-generation degree seekers to the class. Throughout the semester, we explicitly taught skills that are so important to success in physics, but typically are part of the "hidden" curriculum—things such as: how to develop and use a model, problem-solving skills, and metacognition. We also devoted a day to discussing diversity, why physics struggles with diversity, and what we can do about it (e.g. being aware of our own subconscious biases).


University of Colorado, 2018

This inquiry activity, designed by a team of four graduate students, was the culmination of a training program called the Institute for Science and Engineering Education (ISEE) Professional Development Program (PDP). The activity was a full day of guided inquiry for a group of incoming freshman, where they investigated questions about the Moon, connecting their observations of its phases on earth to the relative configurations of the Sun, Earth, and Moon. We put to practice principles we learned about during the program, such as backwards design, allowing for multiple paths to reach the learning goals, explicitly teaching problem solving techniques and metacognition, and always keeping ideals of inclusion in mind during design and facilitation.