The field of biology is witnessing unprecedented innovation, driven by major advancements in technologies like next-generation sequencing, gene editing, and drones. These breakthroughs are crucial for addressing pressing issues in human health and the environment.
However, despite this progress, there is a growing disconnect among students in higher education. Many perceive traditional higher education as lacking relevance, creating an existential gap. And rightly so.

Education research has shown conclusively that undergraduates learn and retain more with active learning. In this interactive seminar, I will share with you some of the different ways I use evidence-based active and inclusive learning strategies to help students learn scientific concepts, to develop their critical thinking skills, and to create equitable and inclusive learning environments in classrooms small and large.

Students arrive in our classroom from a wide range of backgrounds; there is therefore very little that we can assume of our students’ prior experiences. How best can we draw students in and then meet them where they are at? Teaching is arguably about equity and inclusion, as a practice. My approach starts by first asking students to extend grace and kindness to themselves and to others – from there, I use student-centered learning and evidence-based practices to promote equity across the biology curriculum, regardless of class size.

During development, neural stem cells (NSCs) generate diverse cell types that self-assemble to form neural circuits regulating distinct behaviors. How neural cell types are specified and assembled into neural circuits is poorly understood.

The study of cell shape has taught us many lessons about cellular function; however, we are just beginning to understand how this basic attribute drives form and function at the level of multicellular tissues. The goal of my research program is to uncover the emergent properties that cells use to generate and maintain higher-order tissue structures.