 
Tufts coursesTeaching philosophyI see teaching as a cooperative venture between instructors and students  we have so much we can learn and accomplish together! My courses emphasize science as a process, and I invite students to participate in that process by obtaining, analyzing, and discussing data. When students are truly engaged, they can often challenge my own thinking and stimulate new ideas. One of the greatest challenges in engaging students in computational and mathematical biology is math anxiety. Many students in biology classrooms experience negative emotions when mathematical material is introduced. I suffer from a certain degree of math anxiety myself. As an IRACDA postdoc, I learned how math anxiety may be exacerbated by the underrepresentation of many groups in science. Students who identify as members of underrepresented groups may feel excluded (and have often been excluded historically). They may not identify as mathematically capable, regardless of their abilities. How then to engage as many students as possible, and more importantly, how do we make our classrooms equitable? I combine evidencebased teaching approaches  such as active learning and backwards design  with much discussion of the social aspects of science to achieve greater equity in my classrooms. I'm always working to improve my approach, but essentially I try to build bridges between scientific questions (e.g., we see different allele frequencies in these populations, why might that be?) and mathematical analysis tools (e.g., let's make a model for genetic drift and see if it's consistent with this data). I am also trying to highlight contemporary scientists using quantitative approaches to illuminate diversity in science.
Previous courses and symposia
