I have always had a passion for education, both in the classroom and in the field.
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I taught high school math in public schools for 2 years in San Francisco and 4 years in Redwood City, CA, and I earned a master's in education at Stanford's Teacher Education Program.
These experiences not only taught me the critical importance to student learning of fundamental skills like backwards planning, designing essential questions, using formative assessments to inform instruction, and designing curriculum for heterogeneous classrooms, but also reinforced my fundamental belief that all students can learn, all can be challenged, and all have the capacity to construct broad intellectual connections between the task at hand and the world at large. |
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NMFS permit #16111. See Cade et al. (2016)
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My time in front of a classroom has helped me construct college level curricula that, for instance, integrates the instruction of quantitative skills into the curriculum via projects that ask students to participate in active research. I use tools that students use regularly, like smart phones, to visualize data from wild animals in new ways.
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As an adjunct professor at the University of San Francisco, for instance, I had the opportunity to combine my passions and teach a field course in marine biology. Experiential education can inspire learning by letting students put what they learned to the test, and can create opportunities for self-motivation.
Student evaluations of this course were generally excellent, with scores higher than the institutional mean in 31 of 33 categories. |
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