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Teaching philosophy
In the era that environmental problems are heavily concerned, biological sciences are expected to produce solutions to overcome the crisis. However, as a teacher of biology, I regard the attempt to transform biology into a mere “solution-making” machine as miseducative for students. Instead, I perceive biological education as cultivation of appreciation for nature and education of scientific processes.
The appreciation of nature gives people a real sense of stewardship. I believe in organic, yet hidden connection between human and the natural world. To help students re-establish such a connection, I provide students with opportunities to interaction with nature and develop their own sense of appreciation through lectures of natural history, field trips, and discussions. I also use myself as an example of how one can connect to his surroundings. I encourage students to spend time looking at the nature and finding something that might interest them, so that their appreciation of nature, instead of my authority, can be the driving force for their future education.
I portray biology as science. It is my role as a teacher to provide students with ways in which they can go into the nature, create questions, and carry out experiments. With my experience in biological research, I use class and laboratory time to expose students to current methods in biology and also work with students who need to develop new approaches that may fit their questions better. It is a chance for students to question and experience scientific processes, rather than to produce specific, if not right, answers to problems. A strong foundation in biology will not only contribute to the long-accumulating body of knowledge but also provide the future society with incentives and the means to protect the place we dwell.
The appreciation of nature gives people a real sense of stewardship. I believe in organic, yet hidden connection between human and the natural world. To help students re-establish such a connection, I provide students with opportunities to interaction with nature and develop their own sense of appreciation through lectures of natural history, field trips, and discussions. I also use myself as an example of how one can connect to his surroundings. I encourage students to spend time looking at the nature and finding something that might interest them, so that their appreciation of nature, instead of my authority, can be the driving force for their future education.
I portray biology as science. It is my role as a teacher to provide students with ways in which they can go into the nature, create questions, and carry out experiments. With my experience in biological research, I use class and laboratory time to expose students to current methods in biology and also work with students who need to develop new approaches that may fit their questions better. It is a chance for students to question and experience scientific processes, rather than to produce specific, if not right, answers to problems. A strong foundation in biology will not only contribute to the long-accumulating body of knowledge but also provide the future society with incentives and the means to protect the place we dwell.
Previous teaching experiences
Graduate Student Instructor (TA) – UC Berkeley
Instructor – Lake Forest College (Fall 2014)
Workshop Instructor – UC Berkeley
Others
- General Biology
- General Biology (Field Studies Section)
- Ecology
- Biology and Geomorphology of Tropical Islands
- Ecosystems of California
Instructor – Lake Forest College (Fall 2014)
- ES 220 Evolution, Ecology, and Environment
Workshop Instructor – UC Berkeley
- Workshop for new graduate student instructors
- California Biogeography and Phylogenetics
Others
- GK-12 Graduate Fellow for 7th grade classroom
- College essay writing coaches for Thai students
- Tropical bryology course coordinator
- Thai scholar orientation program staff
- Tutors for advanced high school biology
