Me & Teaching
I earned my Bachelor of Science in Biology from University of Michigan in 2023, and continued by pursuing a Master of Arts in Education at Marsal Family School of Education. During my undergraduate and graduate studies at the University of Michigan, I taught college-level introductory biology courses (BIOLOGY 171, BIOLOGY 173) as both an Undergraduate Teaching Assistant and later as a Graduate Student Instructor.
After earning my bachelor's degree, I began working with secondary school students as a substitute teacher at Ann Arbor Public Schools (AAPS), where I confirmed my passion for teaching biological sciences at the secondary level. That same year, I started my full time student teaching as an intern teacher at Washtenaw International High School in Ypsilanti, MI, teaching International Baccalaureate Diploma Programme (IB DP) Biology.
My teaching journey has been shaped by my belief that science education should be accessible to everyone. As ancient philosopher Confucius said, "you jiao wu lei", or education regardless of kind. Whether working with high school students navigating the rigorous IB curriculum or guiding university students through foundational biology, I focus on creating engaging, inclusive learning environments that empower students to explore, question, and connect with the natural world.
Student Achievements
After I began teaching in Virginia, one of the most meaningful parts of my work has been mentoring Honors-level students as they prepare for science fair competitions. I enjoy guiding students through the full research process, from developing testable questions and designing experiments to analyzing data and presenting their findings with confidence. Over time, my students have made significant progress and earned recognition at both district and regional science fair exhibitions. Their growth reminds me why teaching science matters: it is not only about learning content, but also about building curiosity, discipline, creativity, and the ability to think like young scientists.
In my classroom, I believe students learn best when they can turn scientific concepts into something they can see, build, and explain. One example is our DNA keychain project, where students created a small model representing the structure of DNA. Through this activity, students explored ideas such as the double helix shape, base pairing, and the organization of genetic information in a creative and memorable way. Projects like this allow students to combine science with art, making abstract biological concepts more approachable while encouraging curiosity, ownership, and hands-on learning.
