[[HOME]] | [[RESEARCH]] | [[TEACHING]] | [[DESIGN]] | [[CV]] At Stanford, I have taught, developed curricula, managed teaching assistants, and mentored undergraduate students in STS since 2016. In the program, I have used my training foremost to deepen students’ critical reading, writing, and research skills. As a Joshua Lederberg Graduate Fellow in STS, I served as the head Teaching Assistant for _STS 1: The Public Life of Science and Technology_. In my first year in that role, I worked with the program Director and subject area writing specialist, to redesign the syllabus and course assignments. In the process, I helped to communicate the course learning objectives to students, to scaffold assignments, and to incorporate revision and self-assessment into the assignment sequence. STS 1 at Stanford is the gateway course for the major and enrolls between 150 and 180 students each academic year. As head TA, I was in charge of recruiting and mentoring the team of teaching assistants, facilitating weekly instructional team meetings, and liaising with staff to coordinate all logistics for students and instructors, ranging from matters of enrollment, discussion section assignment, and learning systems implementation with Canvas and Poll Everywhere. In 2019, I was awarded Outstanding Teaching Assistant in Science, Technology, and Society for my contributions to the course. In my teaching, more broadly, I am interested in helping students bring together the sciences and the humanities, particularly through practicing with, and reflecting on, the role of research-based narrative in imagining environmental futures. Narrative can be a potent space for students to understand, for example, how climate knowledge comes to matter in different social and cultural contexts. In addition to several years of teaching college composition courses, I have a range of experience working with undergraduate students individually. In the 2020-2021 academic year, I served as the Teaching Assistant for the _STS 298: Honors Meeting_, where I mentored a cohort of students to support them as they develop and complete their honors theses. I also have experience working one-on-one with students with learning differences through the Office of Accessible Education at Stanford. In these ways, I have learned from students how they navigate the complexity of their majors and make meaning of their educational interdisciplinary pathways. I am passionate about student mentoring, especially as it relates to making higher education accessible to diverse learners. ![[annotation.jpeg]] _Concept mapping as reading strategy_ (Photo credit: Author)