I am committed to training the next generation of scientists and citizens to think critically and effectively towards improving our community and society as a whole. I aim to create a space in which students can practice using knowledge to discover new avenues of study, explore research interests, and broadly contextualize their experience.
It is of utmost importance to effectively teach undergraduates how to think critically as well as engage productively in science. My approach is to reinforce rewarding experiences, by providing both guidance as well as room for independence. I aim to treat students with respect and facilitate understanding through communication, and provide guidance in perceiving failure as a challenge which fosters learning and growth.
To this end, we surveyed scientists and the literature to evaluate the most important parts of mentoring relationships, and have made recommendations for improving mentoring in STEM:
“Transforming Mentorship in STEM by Training Scientists to be Better Leaders” by Hund, Amanda; Churchill, Amber ; Faist, Akasha; Havrilla, Caroline; Love Stowell, Sierra; McCreery, Helen; Ng, Julienne; Pinzone, Cheryl; Scordato, Elizabeth, (accepted; in revision).
In my role as a Science Teaching and Learning Fellow (see Teaching page), I am able to meet with undergraduates who are struggling in their courses. In order to support their learning experience, increase student retention, and direct them toward resources, I am able to serve as an academic coach discussing study strategies, time management, and helping them toward meeting whatever their needs may be.
I currently serve as a PROGRESS Mentor for two amazing women interested in pursuing STEM fields. Although the program began for young women interested in the geosciences, more and more biology and medically focused students have enrolled.
I served as a panelist for an alternative careers in academia discussion in a graduate student seminar focused on pedagogy offered in the departments of Ecology & Evolutionary Biology, Geography, and Environmental Studies at CU Boulder.
Finally, I have also attended mentoring workshops offered through the Graduate Teacher Program at CU Boulder, and from the Howard Hughes Medical Institute at the University of Georgia. And, have had the great pleasure to mentor an Honor’s thesis student, several students performing undergraduate research projects, a high school student science fair project, and be an encouraging judge at several state-wide junior and high school science fairs. The majority of students I have mentored have been women or underrepresented minorities in STEM.