Effective teaching and mentoring are skills I continue to develop as a PhD neuroscientist, teacher, and person. Instruction, akin to neural circuits, is bidirectional and reciprocal. My teaching philosophy is predicated upon mutual respect, building confidence, and kindness. We learn from our students just as much as they learn from us, and our interactions shape our individual educational journeys. I allow students in my anatomy and physiology class to take quizzes and select exams in groups of four. The learning experience is enhanced for the students and me, as discussion is necessary amongst the group to come to a consensus on answers, fostering collaboration and consideration. Honing my teaching philosophy through classroom instruction and laboratory activities requires complementary skills that build on each other. I treat each student with respect and dignity, and make sure they are seen. I find that students working in collaborative groups can foster confidence and independent thought. After a quiz or exam, I query each group to provide feedback on the decision process. Students have a lot to offer and teach us; an open and mutually respectful level of communication facilitates the flow of ideas and information.

My teaching and mentoring experience stems from working with undergraduate students in both the classroom and laboratory spaces. I understand the power and synergy undergraduate research can have in the scientific process. As a graduate student, I had multiple undergraduate co-authors who made invaluable contributions to two of my papers. Earlier this year, I actively participated in workshops designed for mentoring students in the university environment, developing undergraduate education, and navigating crucial conversations. I will implement the skills I learned to expand my pedagogical practices, including stressing group collaboration and independent thought. Developing my teaching prowess continues to be a lifelong journey, where I look forward to learning from my future students at all academic stages and levels of training.

Each student needs to be mentored in their own unique way. All students are extraordinary, and life circumstances, along with other personal attributes, mandate how we can best mentor and teach them, as all students have the right to thrive.