Teaching Philosophy
Over the years, my teaching journey has evolved. When I first began down this path, I was unsure if I wanted to be a teacher, so I sought a job as a teaching assistant. My experience as a teaching assistant me to realize just how much I enjoyed it. It was also this experience that helped me develop my teaching philosophy. Below you will find my teaching philosophy and the main pillars of teaching I use in my classroom.

the relationship between advisor and student is a branch of a tree; a sort of heritage akin to a family tree, where each advisor develops a philosophy, inspiring their students to go on to teach and adopt a philosophy of their own.

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An image of a tall black savannah tree against a white background. Superimposed on the tree in black and white it reads, “I do not want to cut off any potential branches of the pedagogical tree; thus, I want to inspire my students to be well-rounded and confident contributors to the realm of chemistry, undeterred by biases and unjust assumptions others may have held against them.”
A black and white pantheon with three pillars holding up a roof. The roof is a triangle with the northeastern seal in it. In white letters it reads, “Teaching philosophy”. On each of the three pillars it reads a different phrase in white letters. From left to right it reads,” Communication in Science, Active Learning, and Inclusion of All Students.” On either side of the Pantheon are black and white leafy vines sprouting out of the top and bottom of the image.
Communication in Science
To teach clear communication, I, myself, must exhibit this skill.
My goals included communicating clearly, engaging with the students, encouraging respect, and setting an expectation of active participation in class.
Active Learning
As a professor, I will use interactive modes of learning such as practical demonstrations, three-dimensional models, and in-class experiments to make these abstract ideas more tangible.
I will implement accessible, peer-oriented elements within my approach to interactive learning–no matter the class size.
Inclusion of All Students
I want to inspire my students to be well-rounded and confident contributors, undeterred by biases and unjust assumptions others may have held against them.
Diversity and Inclusion
As a blind woman in the field of science, I have faced many challenges since a very young age. Challenges aside, there have been multiple people in my life that have supported me and my dreams despite my blindness. There are, however, many other blind people and people with disabilities that want to become scientists who have been discouraged; they’ve been told it’s impossible.
I strive to foster confidence in people with visual impairments and other disabilities. I strongly believe that a unique perspective of those who are visually impaired or have a disability can lead them to innovate the field are they work in. I want to encourage diversity in the workplace and in daily life. It no longer needs to be an afterthought—inclusion is to be a primary thought for all.
Diversity is essential—it helps strengthen communities. The unique perspectives and different backgrounds of each individual inspires change and sparks progress within society. Fundamentally, we must encourage the inclusion of all people in the classroom and foster environments which welcome diversity and differences.
Having experienced first-hand the importance of feeling included in the classroom, I aim to have a classroom that is inclusive and diverse to provide a meaningful education for my students and provide them with the opportunity to contribute to science and society as a whole. I know that all students have potential, regardless of their background or abilities, therefore, I am committed to including the voices of all students in my classroom.

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What are Diversity and Inclusion?