Philosophy
1. Expanding Research Exposure through Choice-Based Assessments: In my NeuroDiversity (NE 490) course, I have implemented a choice-based assessment model, allowing students to tailor their assignments based on their interests and career goals while ensuring equitable workload distribution. This pedagogical approach enables students to select from various learning pathways—ranging from traditional research proposals to digital storytelling—ensuring they engage with the content in ways that resonate with their strengths. By integrating digital/multimedia tools into their coursework, students develop robust scientific communication skills, a critical competency for diverse STEM careers.
2. The Cognitive Neuroscience (NE 202) course is structured to provide students with a multimodal learning experience, integrating flipped classrooms, interactive discussions, and digital neuroscience tools. Students engage with functional neuroimaging (fMRI, PET), electrophysiology (EEG, MEG), lesion studies, and computational modeling to explore the neural mechanisms of cognition, decision-making, and behavior.To enhance accessibility and engagement, the course follows a Universal Design for Learning (UDL) approach, ensuring that students can interact with content through customizable assignments. For example, students can choose between case-based clinical analysis, hands-on neuroimaging lab work, or digital storytelling assignments that visualize cognitive processes. This flexibility empowers students to take ownership of their learning while developing expertise in research methods and neurotechnology.
3. The Principles of Neuroscience (NE 203) lab course integrates authentic research experiences by engaging students in a semester-long, hypothesis-driven laboratory project using Drosophila melanogaster. Students work collaboratively to manipulate neural circuits, analyze behavioral phenotypes, and map neurochemical pathways using genetic, optogenetic, and electrophysiological tools.This Course-Based Undergraduate Research Experience (CURE) culminates in students writing an NIH-style grant proposal, where they develop hypotheses, design experiments, analyze data, and justify their research's broader scientific relevance. The iterative structure of peer feedback, grant revisions, and oral presentations provides students with essential training in scientific communication, collaboration, and research ethics, preparing them for future graduate and professional research opportunities.
4. Transforming STEM Pathways through Inclusive Pedagogy: By embedding Choice-Based Assessments (NE 490), Universal Design Thinking (NE 202), and inquiry-driven research experiences (NE 203) into my courses, I strive to reduce barriers to STEM participation, particularly for students from underrepresented backgrounds. These pedagogical strategies ensure that students gain practical research experience while developing critical thinking, digital literacy, and scientific communication skills—fundamental competencies for success in neuroscience research and interdisciplinary STEM fields.
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