An overview of my teaching philosophy, pedagogical approach, and how it ties into other efforts described below.
In 2017 I lead a workshop for 7th graders to make light-up wristbands using eTextiles concepts and components. In 2018, I'm expanding that 2-hour lesson plan into a month-long winter studies course for undergraduates.
In 2017 I participated in two massive open online courses offered by CIRTL: 'An Introduction to Evidence-Based Undergraduate STEM Teaching' and 'Advancing Learning Through Evidence-Based STEM Teaching'.
In 2013, I was the instructor for a weekly lab for Prototyping User Interfaces. I modified previous years' syllabi, lecture slides, and homework assignments to better meet the needs of my students. Concepts included debugging, algorithms, and data structures in programming as well as units on paper/PowerPoint/Balsamiq/POP/Adobe Flex prototyping.
In 2011 I was one of the lab instructors for the HCII's flagship course, User-Centered Research and Evaluation. I co-constructed lab lecture materials, small group activities, and grading rubrics with my fellow instructors during this lab course. I also received early course evaluations from students and an external review from my university's teaching center.
Collaborating with a local organization for at risk middle school girls, we introduced a group of girls to the HCI iterative design process through a series of hands-on workshops using Lilypad Arduino and textile computing methods.
Part of performing field experiments in real classrooms requires developing learning materials. I created and authored an engaging comic for 9th grade biology students to learn about Accountable Talk discussion moves for a field experiment.
At the start of my PhD, I participated in a psychology course entitled 'Educational Goals, Instruction, and Assessment' which was focused on research-based pedagogy methods. The Big Ideas project specifically required linking readings from the research to teaching.