Teaching
Has been the best thing I was sure I would never do. Studying history seemed to invite the assumption that I was going to be a history teacher, which I reacted rather strongly against; an obstinance potentially stemming from the fact that such people had automatically (and, really, quite fairly) factored out the second most-likely job for history majors, accountancy, without even polite consultation. Aside from dismissing these narrow-minded career options, I was not sure what I did want to do with my degree. I studied history because I think it's fascinating to see how the world around us been constructed and continue to evolves through various social forces. As it happens, science can offer the same opportunities!
Learning
Although I always enjoyed school, I found myself struggling to express this enthusiasm and work when I was in college. Maybe I wasn't so smart after all? I have never lost sight of this frustrated feeling and it forms no small part of my desire to help students who come from non-dominant communities, for whom the school system is not structured toward. I was able find my learning self outside of standard graded performances in museums, where visitor engagement with objects is an awesome and subjective (if guided) experience. I was very taken with this element of personal engagement and still have a strong desire to sidle up to people at a museum and ask what they're thinking about. It would seem that's an important element of teaching. My pride can remain intact as I ended up a science teacher, not history, and taught kiddos aged three through five at a hands-on science center, Kids Science Labs. I've since grown into teaching and learning roles with both undergraduates and masters students, but circle time on the rug is still probably one of my favorite things.
I came to MSU interested in the role of creativity and curiosity in presenting science, and have since been able to incorporate a more critical as I think about existing the culture surrounding existing curricula and pedagogies. My focus on participatory methods and humazining stances toward research highlight the voice as youth, as those most affected by science education research, but often left out of the conversation.
I came to MSU interested in the role of creativity and curiosity in presenting science, and have since been able to incorporate a more critical as I think about existing the culture surrounding existing curricula and pedagogies. My focus on participatory methods and humazining stances toward research highlight the voice as youth, as those most affected by science education research, but often left out of the conversation.
In Life
My husband and I are proud parents to two cats . We both grew up in Saginaw and are happy to be back. I am constantly humbled by the vibrancy and commitment that so many people bring and share as they serve this city.
