Ph.D., 2003. The University of Chicago

M.S., 1999. The University of Chicago

B.S., 1997. University of Washington, Seattle

• BES 301 Science Methods and Practice
• BIS 140 Numbers in News Media
• BIS 215 Understanding Statistics

The challenge—and gift—of higher education is for students to learn what to do with scholarly information. Information is cheap, especially as college curricula are being offered free online, so the role of instructors has changed from providing information to helping students process and use information wisely. I help students become scholars by structuring an assessment-centered classroom in which students conduct research.

I use active learning strategies that help students with varied approaches to learning take ownership of their studies. Within a single class, we repeatedly revisit the same idea through different experiences. For example, students might complete a worksheet while watching a video, discuss that worksheet in small groups, design and present a poster that summarizes the main point of the discussion, and blog about how these activities address the course learning goals. After class, I use the data I collect from the daily activities to decide what to do next. The courses are structured around developing research skills such as information literacy, data analysis, and communication.

I study how people learn and how people learn to teach, which is taking me to also study faculty and postdoctoral affairs, including diversity in science. Some of my research is based on how college students learn evolution and science in general. I’ve also studied how postdocs learn state-of-the-art and inclusive teaching strategies.