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  • Professional Educator License (PEL), Grades 6-12 (#2322037)

    • Endorsements:

      • General Science

      • Physical Science

      • Science - Environmental 


  • M.Ed, Secondary Education, DePaul University, 2015.

  • M.S. Geology/Paleontology, University of Utah, 2013.

  • B.A. Environmental Geoscience, DePauw University, 2010.

  • B.M.A. Music, DePauw University, 2010.



In The News!

Statement of Teaching Philosophy

     My goal as a science educator is to empower students with the tools to be scientifically literate life-long learners capable of making informed decisions that help them live healthy, productive lives as active participants in a democratic society. A major component of this goal is being scientifically literate – understanding the scientific concepts and processes required for good decision making, participation in civic and cultural affairs, and economic productivity. Scientific learning is a process fed by curiosity, and I believe it is from this spark of curiosity that literacy in scientific knowledge and practices can flourish indefinitely, both in students and society as a whole. Students are naturally curious about the world, and are engaged in content that is relevant and meaningful to them. Because of this, I believe that studying science in the context of society, especially at the local community and personal level, not only helps motivate students to learn, but also provides them with the necessary framework for understanding how science operates and its role in our world.

     I believe students learn best when they experience their education, instead of simply receive it, and when they are given the opportunity to construct new knowledge and experiences on their prior knowledge and experiences. Scientific principles are embedded in nearly all aspects of students’ daily lives, and this provides a wide range of contexts in which to introduce scientific principles and practices to students. Learning science in this way makes it familiar and personal to students in a subject that can often be viewed as cold, rigid, and dry. For instance, many students come to the classroom with preconceptions or even an unknown interest in science topics such as the air and water quality they interact with every day in their hometown, the physics of sports, or the role of electrons in smartphones. These contexts have the potential to show that science is a useful, fluid, and modern topic that can help them understand the world around them, including almost anything that interests them outside of the traditional science classroom.

     It is my role as a science educator to facilitate the learning experience – to guide students through an inquiry-based pedagogy while understanding that students are not empty vesicles to be filled with knowledge, but rather are active, thoughtful, and capable of solving problems on their own (with guidance) by capitalizing upon their prior knowledge and experiences. It is also my role to treat all students with the respect they deserve as human beings. While students should certainly focus on academics in the classroom, school is part of the everyday lived experience for students and a place for social and emotional development. In this way, my role transcends being just ‘teacher’, and includes acting as a mentor, advisor, positive role model, and generally someone who shows interest in students’ lives for the purpose of better serving them. As the science teacher, it is also my responsibility to remain active and relevant in both the scientific and educational communities, which requires participation in meaningful, ongoing professional development with organizations such as the National Science Teachers Association (NSTA).

     Learning science involves understanding scientific content and mastering scientific practices; meaning that in order to learn science, students must do science! It is this process of doing science through which students in my classroom will develop the knowledge and skills that are necessary for critical thinking, problem solving, and basic literacy that are necessary in all areas of one’s interdisciplinary academic, social, and professional life. To attain this knowledge and these skills, I will administer the different types of formal and informal assessments needed to gain a full understanding of what students know and can do, which will be utilized to inform my instructional strategies and the students’ personal progress to enhance the overall learning experience. I believe that students should understand the purpose of all instructional and assessment activities, and will strive to create an environment that is clear and fair for all students with varying ethnic, language, and socio-cultural backgrounds, as well as students with specific learning needs.

     While science is markedly paramount for personal and economic growth and development, science education should be fun! Behind the sterile laboratory doors of science, there is an enchanting world of gripping stories, infinite possibilities, and hair-raising wonderment that can only be described as enjoyably fascinating. It is my hope that my students discover and indulge with me the lasting gratification that is scientific exploration and education.

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