Teaching

“Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela

At Stanford, I was a member of the Designing Education Lab where I was immersed in engineering education research and learned from some of the leading engineering educators in the United States, including my dissertation advisor Prof. Sheri Sheppard. During my time as a graduate student, I was a TA for Introductory Fluids Engineering (ME 70) and I was part of a team, led by Prof. Sheppard, to redesign the undergraduate mechanical engineering degree program at Stanford.

Most recently, I completed Education Specialist training with Prof. Carl Wieman focused on improving how we teach science and engineering at universities. The training covered basic knowledge of the relevant research in cognitive psychology and science education and how to apply this research to teaching at the undergraduate level.

I am currently available to give workshops on the research-based benefits of mindfulness for college students, educators, and professionals, particularly in technical fields. See the “invited presentations” section on my CV for a list of recent seminars and workshops. 

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In addition to my work in higher education, I spent many years volunteering for STEM outreach programs in K-8 classrooms (Science in Service, Science is Elementary). I believe that we must give young students clear and abundant opportunities to develop their own engineering and science identity.  I am especially passionate about gender-equity in science and engineering education. Well-implemented engineering outreach programs expose elementary students to engineering with equal opportunities for boys and girls to learn effectively.

You can read some of my personal research on the importance of engineering education at the elementary education level:  The Case for Engineering in Elementary School.

Through my STEM outreach work and Stanford coursework I have gained skills in classroom management, lesson plan development, cognitive psychology, and pedagogical theory.