Science is a collaborative, reflective, evidence-based endeavor that should be accessible to all students. Because science is by nature a social process, involving interaction among people and ideas, the way in which we design our learning spaces directly impacts who is there. I bring my understanding of evidence-based pedagogical practices and the ways in which students must be able to see their culture reflected in the classroom to the courses I teach. I have extensive experience at the high school and undergraduate level, both in teaching and in designing new courses and curriculum. I would be excited to teach a range of physical oceanography and interdisciplinary marine science classes, as well as data analysis and applied math as it pertains to marine science.
Introductory Oceanography Curriculum Redesign
In collaboration with peers in my PhD program, I have helped redesign an introductory lab course in the University of Washington. The new lab design reflects the principles of Ambitious Teaching developed by Mark Windschitl, as well as other research-based methods. This work has been presented at the AGU Fall Meeting (2019) and is currently being revised for publication.
Graduate Teaching Assistant
I have TAed multiple times for the core data analysis and programming course for undergraduate Oceanography majors at the University of Washington, including taking on a significant portion of the teaching responsibilities. The students nominated me for the Dean McManus Excellence in Teaching Award, which I was awarded in 2019.
Science Leadership Academy
I was the founding physics teacher at the Science Leadership Academy, a STEM-focused diverse magnet school in Philadelphia. I designed and refined a project-based, inquiry driven curriculum over the seven years that I taught there. During that time, I also acquired the rigorous National Board Certification for adolescent and young adult physics
Rosalind Echols 