Teaching Experience
I was a leading teaching adjunct for four semesters at the City College of New York, CUNY’s flagship, minority-serving institution. I taught labs for Biology 102, the second semester of introductory biology. I was known as one of the best TAs, not because I was "the cool TA" or the "the easy TA", but because my classroom was fun and engaging. More importantly, I developed a reputation as being extremely helpful and supportive. I really enjoyed my time at City College, because I felt like I made a difference for a lot of students struggling through intro biology.
When I started teaching at City College, a new instructor was hired to give the lectures and direct the labs. Unfortunately, he inherited a messy, incoherent lab manual. As a TA, I wanted the lab section to enhance the learning of my students, and build the skills necessary to succeed in the biological sciences. Together, the instructor and I began to make significant changes to the lab manual and lab syllabus. For instance, we removed insignificant lab exercises and replaced them with lab report writing workshops. Within these workshops, I taught my students helpful skills to manage and report their data. We found these workshops were quite successful, and they will become permanent fixtures in future semesters.
As an adjunct, I was able to design my own lectures, direct my own labs, write my own exams, and reformat assignments in order to transform the outdated lab manual into content that better complimented the lecture material and built the skills of my students. I also brought my classes on a nature walk field trip to Inwood Hill Park, and would love to do similar trips in the future.
When I started teaching at City College, a new instructor was hired to give the lectures and direct the labs. Unfortunately, he inherited a messy, incoherent lab manual. As a TA, I wanted the lab section to enhance the learning of my students, and build the skills necessary to succeed in the biological sciences. Together, the instructor and I began to make significant changes to the lab manual and lab syllabus. For instance, we removed insignificant lab exercises and replaced them with lab report writing workshops. Within these workshops, I taught my students helpful skills to manage and report their data. We found these workshops were quite successful, and they will become permanent fixtures in future semesters.
As an adjunct, I was able to design my own lectures, direct my own labs, write my own exams, and reformat assignments in order to transform the outdated lab manual into content that better complimented the lecture material and built the skills of my students. I also brought my classes on a nature walk field trip to Inwood Hill Park, and would love to do similar trips in the future.
Once a Researcher, Now an Educator
I certainly haven't followed the traditional path through college to become an educator. Thankfully, the New York City Teaching Fellows is designed to transform professionals like me into educators through an alternative certification program. While I haven't been a researcher for long, I have a great understanding of what STEM research is like, the opportunities they present, and how to get there.
Because I have a strong background in research, I am a perfect candidate to lead high school students through research projects of their own, whether it's for a class or a science fair project. Further, I have strong connections with CUNY research faculty, and will look to win grant funding to support a collaboration between my former lab and my school.
Finally, the depth of my academic study of the biological and environmental studies goes well beyond many teachers. This includes four years of graduate study and multiple undergraduate research projects, which have broadened my horizons and developed my understanding of not only the natural world, but the process of the scientific method.
Having had the chance work directly with underprivileged students, I’ve recognized the gift of helping students develop an enthusiasm for science. Given my overwhelmingly positive experience as a teaching adjunct at City College, I’ve come to realize that I would never find the same level of satisfaction in pursuing a purely academic path when I could teach science in underserved communities. My decision to forgo a paid opportunity to finish my PhD in order teach high school science underscores my commitment and passion to better the lives of disadvantaged students.
Because I have a strong background in research, I am a perfect candidate to lead high school students through research projects of their own, whether it's for a class or a science fair project. Further, I have strong connections with CUNY research faculty, and will look to win grant funding to support a collaboration between my former lab and my school.
Finally, the depth of my academic study of the biological and environmental studies goes well beyond many teachers. This includes four years of graduate study and multiple undergraduate research projects, which have broadened my horizons and developed my understanding of not only the natural world, but the process of the scientific method.
Having had the chance work directly with underprivileged students, I’ve recognized the gift of helping students develop an enthusiasm for science. Given my overwhelmingly positive experience as a teaching adjunct at City College, I’ve come to realize that I would never find the same level of satisfaction in pursuing a purely academic path when I could teach science in underserved communities. My decision to forgo a paid opportunity to finish my PhD in order teach high school science underscores my commitment and passion to better the lives of disadvantaged students.
Thoughts on Teaching
In high school, I was blessed with many fantastic teachers who helped shape the man I have become today. Their positive influence during my trying years of adolescence has become a significant part of why I decided to become a teacher myself. I have not forgotten what it's like to be in high school, and I feel like this is under appreciated by many teachers today.
I believe every teacher should not only be an educator, but also a role model, mentor, and supporter to all of their students. I believe that a teacher's door should be open for every student, and it should be clear that every student has an equal and welcome place in their classroom. Finally, I believe that teachers should lead by example and be a positive force not only in their classroom, but in the school community. Making students feel supported and accepted will make significant strides in closing the achievement gap.
As a science educator, I want to show my students that there is a lot more to science than becoming a doctor or a nurse, and there is a lot more to science class that memorizing facts and writing lab reports. I want to revisit the sense of wonder my students had when they were kids. Dinosaurs! Planets! Stars! Galaxies! Sharks, tigers, and polar bears! I want to show my students the beautiful and delicate sides of nature--coral reefs, tropical rainforests, and the way life always finds a way in the most treacherous habitats. I want to show them that they can get involved with real research and motivate them to pursue the ample STEM opportunities available in the city.
Because I always learned concepts better than facts, and because I always loved getting my hands dirty, my classroom will always be a fun and engaging place. In my classroom, we will engage the material as a whole group, and make real world connections that my students didn't know existed.
I believe every teacher should not only be an educator, but also a role model, mentor, and supporter to all of their students. I believe that a teacher's door should be open for every student, and it should be clear that every student has an equal and welcome place in their classroom. Finally, I believe that teachers should lead by example and be a positive force not only in their classroom, but in the school community. Making students feel supported and accepted will make significant strides in closing the achievement gap.
As a science educator, I want to show my students that there is a lot more to science than becoming a doctor or a nurse, and there is a lot more to science class that memorizing facts and writing lab reports. I want to revisit the sense of wonder my students had when they were kids. Dinosaurs! Planets! Stars! Galaxies! Sharks, tigers, and polar bears! I want to show my students the beautiful and delicate sides of nature--coral reefs, tropical rainforests, and the way life always finds a way in the most treacherous habitats. I want to show them that they can get involved with real research and motivate them to pursue the ample STEM opportunities available in the city.
Because I always learned concepts better than facts, and because I always loved getting my hands dirty, my classroom will always be a fun and engaging place. In my classroom, we will engage the material as a whole group, and make real world connections that my students didn't know existed.