Scientific Philosophy
We approach science from a philosophical viewpoint that understands biology as the complex ensemble of innumerable relationships, many of which appear in contradiction with one another. By approaching these instances of apparent contradiction and attempting to resolve them through experimentation, new aspects of biology can be uncovered. Ultimately, we want to understand the logic of living systems, which operate by their own rules and principles. We uncover these rules and principles through experimentation.
We also believe in the generative potential of error in science. That is, only through the practice of science, and the uncovering of errors and misconceptions, does science continue to advance. This reveals that science is both an historical and discursive process.
Pedagogical Philosophy
Formal education is a critical component of a comprehensive scientific training. However, for students to fully grasp science as a discipline, rather than as an abstract set of theories, education must be practical. That is, education must engage pupils in the practical activity of doing science. How can educators accomplish this in a world of finite time and resources?
My pedagogy emphasizes the practical engagement of students in the content of the course through flipped-classroom and active-learning approaches. Not only does this transform science into a living body of knowledge that can continue to grow and change, but by promoting social interaction between students, it also helps to break down systemic barriers between students. In other words, by learning actively and by learning together, students can better comprehend the material and walk away from the classroom with a deeper appreciation for science as a discipline.
Mentorship Philosophy
I believe that mentorship must start from developing meaningful professional relationships with trainees that take into account their particular interests, needs, aspirations, and personal or professional goals. I do not view mentorship in a hierarchical sense, one where the trainee is a subordinate, but rather as an intellectual collaboration between myself and a prospective trainee. This means that there is no “one-size-fits-all” approach to mentorship; mentorship should fit the person and the project, and trainees should not be expected to “adapt” to the mentorship style of their advisor. I have had the pleasure of mentoring many undergraduate and graduate students in the lab, from a wide range of backgrounds. In each case, I have elevated trainees based on their particular strengths, while challenging them in ways that help them develop new skills. This helps to produce rigorous, creative, and well-rounded scientists able to tackle whatever challenges come their way.