Pathways to Scientific Teaching

This postdoctoral seminar focused on inclusive, learner-centered, and evidence-based instruction in undergraduate STEM courses. Through active learning, collaborative design, peer review, and practice teaching, I developed a three-dimensional introductory biology lesson that aligned learning objectives, science-practice-based activities, and assessments. The course also addressed the creation of inclusive learning communities, student motivation, evaluation of student learning, and the use of assessment data to refine instruction.