I would like to begin by saying that it is an honor to be considered for an award such as this. Although I initially approached the TA program with the natural trepidation that comes with confronting any new situation, it became apparent that I was being given the fantastic opportunity to be an educator in the pursuit of my own education-and that really these activities were not separate and distinct processes, but a confluence of two things into one. Teaching is, in itself, a valuable learning experience.

The most inspiring teachers that I have encountered in the course of my intellectual development have been accessible, adaptable, fair and empathetic, while at the same time capable of communicating their enthusiasm for the subject matter in a concise and logical progression that is dependent upon positive reinforcement, contextualization and practical application-in short, an amalgamate of both the humanistic and behavioristic approaches that avoids the pitfalls of being fixated on the process at the expense of alienating the students, while at the same time maintaining the integrity of the lesson conveyed. Consequently, I have attempted to draw upon the good example of the teachers who have motivated me to achieve while not losing sight of the fact that I still have to translate this model through the lens of my own unique identity in order to avoid being artificial or mechanical in confronting the challenges posed by ever-changing, everyday situations.

The humanistic aspect of my teaching style is an extension of my love for people and the passion I bring to my subject. Enthusiasm is a contagious necessity in three hour labs, since the average attention span of most people (especially younger people who have been weaned on remote controls and the rapid-fire delivery of MTV pop culture) rarely extends past one hour. To this end, I encourage interaction and participation in order to keep my students interested and focused.

In addition, I try to emphasize the fact that I am available and accessible by religiously keeping my office hours and appointments so classroom lessons can be reinforced on an individual basis, since I know that some students who may initially experience a degree of disorientation as the result of the daunting transition from a high school setting-where they were likely the proverbial bigger fish in a smaller pond-to a large and demanding university with high standards and expectations may benefit from something as simple as an investment of time and an interest in their individual well-being. Once the psychological hurdle of feeling like a number is removed, students frequently seem to generate their own momentum toward realizing the potential that got them admitted to a prestigious university like Penn in the first place.

The more tangible or concrete aspect to my teaching style revolves around making the subject matter seem relevant by placing it in context and pointing out its realistic applications. In my class I try to give some basic background to the topic being discussed and then explain how this relates to what they are studying and how it will apply to their professional goals-if learned behavior is really a function of practical necessity, then my job is to make a student feel that the material is integral to their future success.

Since I have been a scientist for over six years, it is easy for me to draw upon my functional experience to explain how lab experiments apply in the working scientific world. Beyond that, I feel that is important to present the material in an honest, concise and organized manner. To me, rambling lessons reveal a lack of preparation and confidence, and can be frustrating for students who are attempting to take legible notes that will allow them to do well on exams-I feel that my job is not to complicate or undermine the lessons of the professors, but to support them by clarifying and simplifying the more difficult concepts they cover in class.

The TA program has provided me with the satisfaction of experiencing a teaching and mentoring role that I might not have otherwise encountered, and has unexpectedly enriched my education by providing me with the sense of satisfaction that always accompanies having a positive impact on people’s lives. Thank you again for your consideration.