Education is most productive and meaningful when it is reflective, collaborative, and personally relevant. I strive to help students view themselves as life-long-learners who are able to apply creative problem solving and reflective inquiry in all areas of their lives. Whether teaching a teacher education seminar, independent study, science course or a liberal arts course in education, my role is to support students as they struggle to answer problems, create projects and carry out investigations. I serve as a facilitator, guide and mentor as I provide the tools and resources necessary for their success.

Teaching Elementary / Secondary Science and Math (EDUC 083)

Hobart & William Smith Colleges
These seminars enable elementary or secondary students to explore, evaluate and better understand standards-based science and mathematics teaching. A primary goal of both seminars is to reflect on our own teaching experiences, beliefs and understandings individually and with others. Students engage in a variety of lessons and activities that enable them to develop an awareness of science and mathematics resources, techniques, lessons and activities that they can use effectively in their current and future classrooms.

Biology for Elementary Science (BIOL 146)

Hobart & William Smith Colleges
This course focuses on the biological concepts and principles that are to be taught in New York State Elementary schools. Topics include reproduction, organisms and populations, genetics, evolutionary processes, adaptation, behavior, ecology, and the impact of humans on the natural environment. The course will provide students with a solid framework of understandings upon which they can build a science curriculum for their elementary classroom. The course will introduce scientific inquiry and discuss the nature of science while students conduct both field and laboratory research.

Technology In Education: From Chalkboards to Online Communities (EDUC 346)

Hobart & William Smith Colleges
This course will explore the relationship between the evolution of educational technology and the pedagogical purposes that technology serves. Beginning with an examination of educational technology throughout the 20th century (radio, television, film, etc…), we will explore ways in which computers and online communities are currently used, and might be used, to create opportunities for meaningful learning. Some of the topics to be explored are: historical patterns of technology use, identity in online environments, communities of practice, the digital divide, apprenticeship, discourse, and conflict management.

Our National Parks (EDUC 348)

Hobart & William Smith Colleges
The U.S. National Park Service functions to preserve unique and invaluable cultural and natural resources throughout our country. At the same time, our parks serve a number of more personal purposes. They renew our spirits, provide endless formal and informal educational opportunities and are diverse settings for recreational activities. We will explore our National Park System from educational, historical, sociological, cultural, scientific, political and economic perspectives. Controversies abound when one examines the history and current state of our parks. At the same time, contemporary threats to our parks include financial troubles, over-use by the public, pollution, industry pressures and political agendas. The complexity of these situations create a series of educational challenges in terms of helping visitors, regional citizens and politicians make well-informed personal and political decisions. Please be advised that this course will require at least two weekend field-trips.

Research In Education (EDUC 420)

Hobart & William Smith Colleges
This course explores the various facets of educational research. With an emphasis on qualitative research, students explore a variety of research paradigms as they work towards writing their own master's thesis or master's project proposals. Students examine, analyze and critique current educational research and projects through a series of readings, discussions and presentations.

Science & Cognition: Ways of Thinking In Science (EDUC 334)

Hobart & William Smith Colleges
Students in this course study the nature of science from historical, philosophical, and contemporary perspectives. These perspectives are then used as lenses to examine how the nature of science is revealed in standard school science curricula and practice. Topics include science as a specific way of thinking and acting, the content of science, environmental controversies, the relationship between the construction of science meanings and learner discourse, and current trends in science education. Students consider the roles of the social, political, sociological, and aesthetic components of science, as well as gender and global perspectives on science and science learning.

Brown County High School

Nashville, Indiana
I taught 2 classes each of Environmental Science and AP Chemistry. The school was on a 90 minute block schedule, which provided more than adequate time to engage in a variety of inquiry-based science projects and laboratory investigations. The Chemistry class explored molar relationships and stoichiometry and the Environmental Science class conducted a field-based water ecology unit.

Secondary Science Certification

Indiana University
I completed the requirements for secondary science certification, which entailed a variety of courses in both science and pedagogy.

Secondary Science Methods (M446 & Q506)

Indiana University
I worked with the course instructor, Hans Andersen, in helping his students reflect on their student teaching experiences. We used an online discussion forum to facilitate the students reflecting on their teaching and engaging in discussions with their peers as well as mentor in-service teachers.

Middle School and Secondary Classrooms

Bloomington, Indiana & Lafayette, Louisiana
I have taught units and lessons in a variety of middle and high school classrooms over the past 4 years. I try to spend as much time as possible out in area classrooms. Recent topic areas have included Mendelian genetics, Newton's Laws, and the physics of airplane flight. I am currently completing the coursework for secondary certification in addition to obtaining my doctoral degree.

Basic Science Skills for Elementary Education (Q200)

Indiana University
This course provides elementary education majors with a review of the science skills and concepts that are important for learning advanced concepts in a college level science course. I strive to model new teaching strategies while simultaneously teaching science concepts and skills that will be useful in teaching science at the elementary level.

Integrated Science for Elementary Education (Q405)

Indiana University
I developed the laboratory portion of this NASA funded course as well as supervised eight students in an additional 2 credit field experience section. This course affords senior elementary education students the opportunity to utilize and integrate their science and education backgrounds. The laboratories were designed to emphasize hands-on constructivist learning. The students used Calculator-based Laboratories in a variety of settings, performed inquiry-based laboratory experiments, constructed Web pages, and conducted research on a variety of topics while exploring the science concepts of heat, temperature, energy, natural disasters and global climate change.

Science Methods for Elementary Education (M346)

Indiana University
Assisted in planning lecture and discussion materials throughout the semester. Directed a number of classroom experiences and taught a total of four classes during the semester. I did not have any teaching responsibilities during this semester, so getting involved in this course was my way of keeping in touch with the classroom.

Chemistry for Kids

Indiana University
Taught the Saturday Science Chemistry workshop for 3rd to 6th grade students. This is a six-week, hands-on experience emphasizing inquiry and experimentation.

National Park Service Interpretation

Shenandoah National Park
Volunteer Interpreter - Daily and weekly responsibilities included guiding interpretive hikes (6-15 visitors/hike), presenting children's programs (5-20 children/program), presenting a weekly, evening slide program (30-100 people/talk). Other responsibilities included staffing the visitor center desk, the construction of bulletin boards, and search and rescue efforts.

Genetics (BIOL 210)

University of Southwestern Louisiana
Co-taught a sophomore biology class. Lecture topics included molecular biology, human genetics, genetic diseases and biomedical ethics. Assisted in the development of a World-Wide-Web site for the class.