“The classroom remains the most radical space of possibility in the academy.”
― bell hooks, Teaching to Transgress: Education as the Practice of Freedom
I believe, as bell hooks has taught us, that education's primary value is in its liberatory power. I am deeply committed to creating learning spaces that cultivate true learning and that challenge students beyond their previously held notions, both in classrooms and while being mentored and conducting research. I am committed to creating spaces that actively value each student's voice and in which the students feel comfortable, and I encourage them to provide feedback on my teaching. Most importantly, I remind my students that—while it is true that we are not equals in the classroom as I do hold more power—that learning is not hierarchical: I can learn from them just as they can learn from me. 

I also believe that teachers should be constant learners. In order to further my pedagogical knowledge, I am enrolled in the Certificate for College Teaching at Duke. I also engage in extensive independent reading on pedagogy.

​For my teaching I was awarded the Biology TA award in 2020, and my mentorship has been recognised through the Graduate School 2021 Dean's Award for Excellence in Mentoring.

Below you can find my teaching philosophy statement. A sample syllabus for a seminar course as well as student feedback  are available upon request. 
Teaching Philosophy
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Relevant publications

Short guides and primers
Reading scientific literature - primer
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