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In the classroom
My love for biology was sparked by a deeply personal connection: At 8 years old, I began using Punnett squares to breed disease resistant sheep as part of a California 4-H youth agriculture program. Then, at 12 years old, I learned about the genetics behind those Punnett squares, and science immediately became a way to understand the world around me. As an educator, I strive to inspire curiosity and connection to real-world biology to create those transformative “aha” moments that make science both engaging and meaningful. To achieve this, my curricula emphasizes an active, inclusive learning environment driven by student discovery.
My experience breeding and raising sheep sparked a lifelong interest in genetics and reproduction. I strive to foster students' personal connection to science through my curricula.
My undergraduate advisor, Dr. Lisa Wrischnik, had a deep influence on my dedication to mentoring the next generation of scientists.
In the lab
My commitment to mentoring the next generation of scientists was inspired by the outstanding mentorship I received as an undergraduate at the University of the Pacific, a small liberal arts university. Under the guidance of my advisor, I felt like a scientist for the first time. I am dedicated to paying this experience forward by creating an environment in which trainees see themselves as capable scientists, potentially for the first time.
BIOS 248: Working with the Worm
BIOS 248: Working with the Worm
Fundamentals of the C. elegans model system
Fundamentals of the C. elegans model system
Instructor of record for an intensive Fall 2025 course at Stanford.
I designed and implemented a course introducing C. elegans as a powerful model system to investigate fundamental biological questions. Course topics include key discoveries, community resources, advantages of the C. elegans system, and widely used genetic, biochemical, behavioral, and molecular approaches. A hands-on lab session familiarized students with worm husbandry and identification of key anatomical features and life stages. As a capstone, students proposed how to apply the C. elegans model system to a question in their own research. This course was designed for undergraduate, graduate, and postdoctoral students beginning work with C. elegans, planning to join a worm lab, or who could benefit from learning about a classic model system.
During our hands-on session in the lab, my students progressed from learning how to pick their first worm to successfully DAPI-staining the worms to visualize their DNA, all in the span of 2 hours! Their images are compiled in this life cycle diagram of the worm, connecting beautifully with our knowledge of anatomy and life stages from the first BOIS 248 lecture.
The course syllabus can be accessed here.
As a companion resource, I also created a series of youtube videos for introductory C. elegans work. The page is called @WorkingwiththeWorm.
Guest Lectures
Guest Lectures
I have delivered classroom lectures to students at the middle school, high school, undergraduate, and master’s levels on topics including genetics, chromosomal abnormalities, meiosis, DNA replication, transcription, translation, enzyme function, and the central dogma of biology. Through these experiences, I have adapted complex scientific concepts for diverse student audiences, using active-learning strategies and clear storytelling to make the material accessible and engaging.
If you are interested in hosting me as a guest research or topics lecturer in your classroom, please get in touch!
Additional Teaching Roles
Additional Teaching Roles
My teaching experience also includes roles as a Biology and Genetics supplemental instructor, General Chemistry teaching assistant, and Organic Chemistry workshop leader. In these positions, I designed and delivered review sessions, created learning resources, instructed hands-on lab sections, and led group activities that helped students master challenging material. These early experiences sparked my love for teaching!
Mentorship
Mentorship
I specialize in mentoring trainees from their first research experience to scientific independence. I have formally and informally mentored multiple trainees, ranging from high school students to graduate students, over timelines ranging from months to years. Each mentor-mentee relationship is rooted in long-term commitment and dedication to supporting both personal and professional development. I approach each mentorship opportunity as a chance to empower the next generation of scientists, combining clear guidance with compassion, enthusiasm, and collaboration, regardless of background or scientific experience.
Some of my mentees in the lab:
Dana
Jacob
Ari
Harper
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