Statement of Teaching Philosophy

My philosophy of teaching is based on showing enthusiasm and passion for the topic and creating a welcoming learning environment for my students. I have been fortunate enough to practice these approaches across a wide array of courses ranging from graduate seminars with four or five students, to lower division Introductory Biology lectures with over 500 students. The nature of the course changes with the size, but there are certain aspects of teaching that I find to be true in all size classrooms, and they have shaped my philosophy of learning and teaching, and how these play out in the classroom.

 I view learning at the university level as a process by which students gain detailed information within a theoretical context that leads to emergent knowledge. For learning, I find that the context is incredibly crucial because it is not possible to incorporate so many facts without a structure. Therefore, I continually emphasize overarching concepts, especially when we get into such detail and I sense that I need to bring them back to the big picture.

 My approach at implementing my teaching philosophy is based on providing a comfortable environment. I create a conversational tone when I lecture, polling the class verbally on general questions. I have used student response technology, such as PollEverywhere to increase the dialogue and promote 2-way communication. I am happy to take questions, even in large lectures and see this as a sign of a good environment for learning.

I also find that showing enthusiasm and passion for the topic when I lecture helps students identify their own passion. I realize that not every student there has such a passion for a topic, so I also remind them of why we focus on certain concepts and how it fits into their general training as a scientist. In Introductory Biology, I encourage my students to open their eyes to the world of plants, and to overcome their “plant blindness”. This is a way of taking advantage of the excitement of nature and outdoor activities that biology offers. In fact, many of the students that I teach to in my current position have predominately urban backgrounds, so they are particularly struck by new knowledge about natural ecosystems and local environmental processes.

I also find that introducing students to question-driven research early helps generate enthusiasm. Research has an incredible potential to create curiosity and interest. I find this to be especially true in in all my courses. Research builds a link between the research enterprise of UCR and undergraduate education and helps facilitate lab interactions. It serves as a segue to undergraduate research experience in my lab. By emphasizing the unknowns of Plant Biology and celebrating the outcomes of research, I generate curiosity leading to students volunteering to pursue research in my lab.

Botany and Plant Sciences 166, Undergraduate Plant Physiological Ecology

BPSC 166 Plant Physiological Ecology (4 units) Lecture, 3 hours; Discussion, 1 hour

Lecture topics include plant responses to light, temperature, evaporative demand, and limiting soil conditions. This course explores photosynthesis, plant-water relations, and plant-temperature relationships and discusses plant adaptation to climates with varying aridity and temperature extremes. The 1-hour discussion focuses on equipment and measurement techniques that are not taught as part of the principles and theory of the lecture, but that are an important component of this discipline. This involves demonstration of relevant equipment and focuses on technology, when that technology became available, and how new approaches have changed our view of the field.

Botany and Plant Sciences 243, Graduate Plant Physiological Ecology

BPSC 243 Plant Physiological Ecology (4 units) Lecture, 3 hours; discussion, 1 hour.

This course analyzes adaptations and responses of plants to their environment, with emphasis on the physical environment, photosynthesis, temperature and water relations, growth and allocation, and plant interactions. The 1-hour discussion focuses on primary literature associated with the topics in lecture. This involves reading one classic paper and one recent paper from the eco-physiology literature each week. Students develop skills to critique scientific papers, lead discussions, and comment on data and concepts. 

Botany and Plant Sciences 240, ISO-TOPICS Graduate Seminar

BPSC 240 Special Topics in Plant Biology (2 units) Seminar, 2 hours.

This seminar addresses current topics in stable isotope science. We feature readings and discussions in the use of stable isotopes in environmental sciences including ecology, biogeochemistry, hydrology, plant physiology and geology. Selections from recent literature can be chosen to match student research interest. We also include a tour of our state of the art UCR Facility for Isotope Ratio Mass Spectrometry (FIRMS), as well as stable isotope sample preparation facilities including microbalances, mills, freeze dryers and vacuum lines. 

Biology 005B, Introduction to Organismal Biology

BIOL 005B Introduction to Organismal Biology (4 units) Lecture, 3 hours; laboratory, 3 hours.

This is a fast-paced, intensive course designed to prepare students for upper-division courses in organismal biology. The course provides an overview of the diversity of life on earth – from algae to redwoods, amoebas to primates – and covers development, physiological regulation, and reproduction in plants and animals. Evolutionary relationships (how organisms are related through common ancestry) and functional relationships (how organisms and physiological systems interact with each other and with their environment) are emphasized throughout. I teach the protist and plant sections of this course. 

Botany and Plant Sciences/Biology 104, Foundations of Plant Biology

BPSC/BIOL 104 Foundations of Plant Biology 4 Lecture, 3 hours; laboratory, 3 hours.

Welcome to the world of Plants! In this course, we explore the fundaments of Plant Biology in preparation for further upper division courses through study of the plant world from cells to ecosystems. We examine the structure and function of organisms from the major plant groups and their role in the biosphere. The laboratory explores the unique properties of plants. 

Botany and Plant Sciences/Biology 143, Plant Physiology

BPSC/BIOL 143 Plant Physiology 4 Lecture, 3 hours; laboratory, 3 hours.

A survey of the fundamental principles of plant physiology including photosynthesis, respiration, water relations, mineral nutrition, growth, morphogenesis, plant hormones, dormancy, senescence, and all physiology occurring within the cuticle of the plant.