My goal as a teacher is for students to explore the importance of biology in our lives in an emotional, social way so that they can continue to recognize and value of the natural sciences even after they leave the classroom. Interpersonal learning enhances knowledge building, so I include in-class structured group activities to maximize interpersonal learning while removing the onus and potential inequity of extended out-of-class group projects.

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I believe that assessment should provide students with various methods of demonstrating their knowledge. Therefore, I evenly disperse grade percentages over participation, projects, and in-class assessments. For example, in the non-major, introductory Insects & People course, students write a short paper about how insects affect their own major. This achieves the learning outcome of students developing a personal relationship to biology and valuing its role in their own careers and interests. To evaluate participation, students fill out a reflection form three times per semester to track their own contributions through partner discussion, large-group discussion, anonymous discussion prompt submissions, and online forums. This metacognitive reflection helps students understand how to participate substantively and improve their performance.

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 Just as we celebrate biodiversity within our research and teaching, I teach to celebrate human diversity within the classroom. I strive to provide learning opportunities that benefit students from diverse backgrounds; this includes tailoring class content to be more inclusive of all students. For example, group discussion always begins with a quiet two minutes of personal thought development to allow all students to think through the questions and develop responses before sharing. Additionally, students can contribute to the forums as part of class participation, which encourages introverted or ESL students to give thought-out responses in a less stressful environment.

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I draw on the incredible abundance of resources from the local environment to provide hands-on active learning activities for students in both small, discussion-based classrooms as well as large lecture halls. Often, these hands-on activities provide opportunity to students to synthesize information from multiple lectures. For example, I present a cockroach mating display to bring together components of the communication and reproduction lectures. To give students the opportunity to demonstrate their knowledge of the scientific method and learn how industrial science works, students develop a hormone mimic pest management product and pitch to our SharkTank panelists the biology behind their product design and how they would evaluate their research. Activities are especially important for non-major students to present knowledge because it allows them to use their unique skills within a group and gain confidence in their ability to succeed in a science course through the social, emotional structure of group learning.

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Not all teaching happens in the classroom. A growing body of evidence shows that many students become interested in STEM fields through informal learning that builds upon concepts presented in K-12 science courses. Because of this, I fill multiple outreach requests per semester, visiting local schools and scout groups to bring hands-on entomology demonstrations. This also gives K-12 students a chance to interact with a scientist and ask questions about applying to a university and careers in biology.

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Through providing real-life examples, increased discussion, student-led learning, and hands-on activities, students build a personal working knowledge of the subject within a safe classroom community supporting curiosity and discussion of difficult topics.