Could you tell us about your background? How did your experiences lead you to become a graduate student at the University of Tennessee-Knoxville?
I’m originally from Whitefish, Montana, a town located just west of the stunning Glacier National Park. Growing up in Montana’s mountains, I developed a deep appreciation for the region’s biodiversity through hunting, fishing, and snowboarding with my family. This passion for the natural world led me to purse a degree in in environmental biology, followed by a master’s degree in plant pathology at Montana State University in Bozeman.
After completing my master’s degree, I aspired to earn a Ph.D. and pursue a career in academia, combining teaching with research. I had been following the work of Brian Looney, then a Ph.D. student under Dr. Brandon Matheny in the Ecology and Evolutionary Biology (EEB) department at UTK. His research on the evolution and biogeographic history of Russula (a highly diverse group of mutualistic mushrooms) greatly inspired me. I wondered if I could conduct similarly impactful and high-quality research if given the opportunity to attend UTK.
In the summer of 2019, I had the privilege of meeting Dr. Matheny at a conference. His thoughtful approach to research and composed demeanor left a lasting impression. As I learned more about UTK, I discovered that the EEB department had one of the strongest mycology research groups in the country, with faculty members such as Drs. Stephanie Kivlin, Karen Hughes, Ron Peterson, and Dr. Matheny himself. The department seemed like the ideal environment to refine both my teaching and research skills.
In the Fall of 2020, I was honored to join the EEB department, taking a significant step toward my academic and professional goals!
Please describe your experience partaking in events and workshops through TLI and CIRTL programs. Please describe your experience with courses or other professional development opportunities that shaped how you teach. Which would you say had the most significant impact on you?
Although I have not yet had the opportunity to attend events and workshops through the TLI or CIRTL programs, I have received excellent training in teaching at UTK. As a teaching assistant, I have supported a variety of courses, including Biolit, Ecosystem Ecology, Field Mycology, Plant Diversity and Evolution, and Conservation Biology. These experiences have provided me with hands-on training and valuable mentorship from the exceptional faculty in EEB.
Notably, Dr. Maggie Mamantov’s thoughtful and well-structured approach in BioLit has been particularly eye-opening. Her constructive approach to teaching and learning ensures accessibility and effectiveness, which is especially important given that many students are in their first semester of college. Additionally, my field and laboratory experiences teaching in Field mycology and Plant diversity and evolution have been incredibly rewarding, reminding me of the passion I felt as a young biology student. Witnessing students’ excitement as they discover new structures under the microscope or encounter a novel mushroom in the field reaffirms my decision to pursue a career in academia and drives me to effectively educate about the natural world.
I was also honored to be selected for the Alan Alda Science Communication Workshop, held in conjunction with the Scopes Trial Centennial Project. This two-day event focused on effective science communication and storytelling, incorporating techniques from improv acting. The workshop’s outstanding leadership guided us through strategies for clear communication, organization, and narrative development within our scientific disciplines. I was particularly struck by their approach to crafting compelling narratives, an age-old tool for effective communication. While we all recognize the power of a well-told story, constructing one is far more challenging. This workshop provided the space and guidance to deeply reflect on how to engage, connect, and communicate effectively with diverse audiences.
Consider your teaching experiences: Do you have one or more experiences that show you positively impacted their learning?
One of the most impactful moments in my career was learning from teaching assistants and professors who humanize the academic experience. Academia can often feel intimidating, leaving many students insecure about their intelligence and background. Therefore, educators who can connect with and inspire students play a crucial role in fostering learning.
One particularly rewarding experience involved mentoring a student whose growth throughout their undergraduate career has been remarkable. In our first course together, they were hesitant to participate and unsure of their abilities. However, through one-on-one meetings and active classroom engagement, they gradually built confidence in their scientific understanding and communication. Their potential was always there but they needed the experience and encouragement to see it.
By creating a supportive learning environment, I believe I helped them see academia as an accessible and inclusive space. Today, they are engaged in high-level undergraduate research, mentoring first-year students, and preparing to apply for graduate programs. This experience has been the most fulfilling of my teaching career, reminding me of my own path and deepening my commitment to mentorship and education.