Reflecting on my time as an undergraduate and graduate student, the most effective teachers were those that had both tangible enthusiasm for the course material and a vested interest in the success of their students.  I hold to those values in my own teaching and employ a variety of pedagogical strategies to engage students in classroom, laboratory, and field settings.  I strive to develop students into young scientists, strengthening their ability to ask good questions, analyze observations, and effectively communicate results.  As a vital complement to teaching, mentoring fosters student success in academics and in life beyond the classroom.

My teaching interests are broad within the biological sciences, including those grounded in ecology and natural resource management.  My areas of expertise include fisheries management, ichthyology, stream ecology, conservation genetics, and conservation biology.



Guest Lecturer (periodical; Oklahoma State University)

  • Developed lessons for undergraduate and split-level courses of 20-85 students
  • Courses have included Introduction to Natural History, Ecological Niche Modeling, and Ecology of Invasive Species
  • Incorporated multimedia and think-pair-share strategies into lessons to keep students engaged in learning


Ichthyology Laboratory (T.A. for 3 semesters; University of Georgia)

  • Employed teaching collections, field sampling, and snorkeling trips to encourage learning
  • Evaluated student learning by creating hands-on activities and assessments
  • Devised an illustration journal assignment that improved students’ study habits
  • Maintained an online wiki site to organize course content and engage student learning



Fishes of Georgia (T.A. for 1 semester; University of Georgia)

  • Developed entire curriculum, including syllabus, activities, and examinations
  • Served as sole instructor and lecturer for the laboratory
  • Organized field trips to teach sampling techniques and expand teaching collections



Forest Ecology Laboratory (T.A. for 1 semester; University of Georgia)

  • Guided and reinforced student learning during applied field laboratory exercises
  • Collaborated with two instructors to organize and prepare laboratory activities each week