At Fordham: Intro Bio Labs I and II
As part of my teaching assistantship at Fordham, I have taught introductory biology labs I and II for the past two years. While these introductory courses are all over the place in their content and not always everybody's cup of tea, I thoroughly enjoy the challenge of making each topic accessible, hands-on, and exciting for everyone.
In Intro Bio I labs, students are introduced to the basics of experimental design and scientific writing, as well as classic concepts such as fermentation, photosynthesis, and the basics of population genetics. Teaching IB1 helps me to keep my broad foundational knowledge sharp as my research becomes more and more specialized.
Intro Bio 2 zooms in for an organismal view, giving students an opportunity to explore anatomical structures of organisms from plants to pigs. Whether we're looking at pollen grains under the microscope or cutting open crayfish, it's never a dull moment in IB2!
As part of my teaching assistantship at Fordham, I have taught introductory biology labs I and II for the past two years. While these introductory courses are all over the place in their content and not always everybody's cup of tea, I thoroughly enjoy the challenge of making each topic accessible, hands-on, and exciting for everyone.
In Intro Bio I labs, students are introduced to the basics of experimental design and scientific writing, as well as classic concepts such as fermentation, photosynthesis, and the basics of population genetics. Teaching IB1 helps me to keep my broad foundational knowledge sharp as my research becomes more and more specialized.
Intro Bio 2 zooms in for an organismal view, giving students an opportunity to explore anatomical structures of organisms from plants to pigs. Whether we're looking at pollen grains under the microscope or cutting open crayfish, it's never a dull moment in IB2!
Project TRUE
I also volunteer with Project TRUE (Teens Researching Urban Ecology). This education program, run in collaboration between Fordham and the Wildlife Conservation Society, gives high school interns from the Bronx the chance to craft their own urban ecology field research projects and develop science communication skills.
Project TRUE accepts a class of Bronx high school students every summer, as well as a handful of undergraduates in Fordham's CSTEP program who serve as mentors to the younger students. Students are split into teams, each led by an undergraduate mentor, to gather ecological data on the grounds of the Bronx Zoo. These projects range from measuring tree health to observing wild birds to monitoring eel populations in the Bronx River.
In my experience assisting the leaders of Project TRUE, I have learned just as much as I have taught. The opportunity to share my enthusiasm with a group of engaged and talented young students has been deeply rewarding. TRUE also frequently collaborates with other science education programs across New York City, and the opportunity to explore the work of these other groups makes the experience all the more enriching for students and teachers alike. I look forward to continuing to collaborate with Project TRUE in the coming summers!
I also volunteer with Project TRUE (Teens Researching Urban Ecology). This education program, run in collaboration between Fordham and the Wildlife Conservation Society, gives high school interns from the Bronx the chance to craft their own urban ecology field research projects and develop science communication skills.
Project TRUE accepts a class of Bronx high school students every summer, as well as a handful of undergraduates in Fordham's CSTEP program who serve as mentors to the younger students. Students are split into teams, each led by an undergraduate mentor, to gather ecological data on the grounds of the Bronx Zoo. These projects range from measuring tree health to observing wild birds to monitoring eel populations in the Bronx River.
In my experience assisting the leaders of Project TRUE, I have learned just as much as I have taught. The opportunity to share my enthusiasm with a group of engaged and talented young students has been deeply rewarding. TRUE also frequently collaborates with other science education programs across New York City, and the opportunity to explore the work of these other groups makes the experience all the more enriching for students and teachers alike. I look forward to continuing to collaborate with Project TRUE in the coming summers!