I have dual, but connected, research interests. First, my laboratory research focuses on the evolutionary ecology of marine plankton, namely in response to environmental stressors. Next, I am interested in deciphering the mechanisms that contribute to student learning and understanding of coastal sciences. I will continue to conduct novel, high impact scientific resaerch in collaboration with UConn Marine Science faculty. I have maintained close ties, and have and will continue to submit research proposals. Next, I have also made new contacts in the fields of educational research from the NEAG School at UConn. With these new collaborators we have submitted proposals that aim to better understand coastal literacy in the state of Connecticut. I have also become heavily involved in pedagogy-based workshops and conferences. I have positioned myself to explore novel techniques in science teaching and will present these results at University and regional events.

Students deserve, and require, a learning experience that stresses concepts and processes, not memorization of facts. Students learn science when it becomes alive, fun, and available to them; when it bridges what we teach them with their everyday lives and interests. This is achieved through an immersive learning experience that emphasizes hands-on activities, processes-based learning, and independent thinking. My teaching philosophy is to offer students these experiences to ensure knowledge is both understood and retained, not simply memorized and regurgitated; I teach my students to learn how to think. In the working world, students will be presented with changing scenarios and must adapt to these changes to be successful. Ultimately, I will prepare my students with well-developed critical thinking skills that will enable them to work through challenging and unanticipated obstacles. To achieve these goals I am engaging in many pedagogical activities. I am working with members from UConn’s Center of Excellence in Teaching and Learning (CETL) to enhance my courses. Further, I have been attending teaching workshops and conferences, both within the university and outside, focusing on integrating new technologies and lecture alternatives into my courses. I have also volunteered to give a presentation for CETL on final exam alternatives this fall 2015. In short, I am pursuing all means to improve and maintain my teaching effectiveness and ensure the success of my students. Ecology, Genetics, Evolutionary Biology, Oceanography, Plankton Ecology, Science Pedagogy