DEI INITIATIVES
McGraw Center for Teaching and Learning, Teaching Transcript Program
Princeton University
Summer 2023
The Teaching Transcript Program provides Princeton graduate students and postdoctoral researchers opportunities to develop as self-reflective teachers who identify what they want their students to learn and then create strategies to promote and assess that learning.
The program includes workshops on a wide range of issues related to teaching and academic careers, lunchtime discussions with distinguished teachers, and a teaching observation. It culminates with preparing an original course syllabus and a statement of teaching philosophy, which is increasingly important in academic job searches.
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In addition to completing the Teaching Transcript Program, I enrolled in the course CTL 501: Scholarly Approaches to Teaching and Learning. In this semester-long course, we engaged with current research and debates on teaching and learning through readings and seminar discussions. We assessed how pedagogical literature can inform the goals and strategies for effective teaching in their disciplines in ways that enhance their students’ learning. Through interaction with the literature, we expanded and refined our own language for analyzing and reflecting on their teaching practices and their students’ learning, particularly through the lens of inclusive teaching.
Diversity Fellow, SEAS Office of Diversity and Inclusion
Fall 2018 - Fall 2022
I partnered with SEAS Associate Dean, Diversity and Inclusion, Dr. Julie Yun to bring events to campus to encourage minorities to pursue higher education in science and engineering. In particular, I developed a project called the “A, B, SEAS of Engineering,” a video series that uses current students to answer questions and provide information about graduate school at Princeton SEAS.
Founder and President of Phi Sigma Rho, Alpha Xi Chapter
University of California, Santa Barbara
Fall 2015 - Fall 2017
During my undergraduate studies, I was disappointed with how rapidly the number of women in my engineering courses declined; most cited the lack of support and community as the main reason for leaving engineering. This ignited my passion for creating supportive and inclusive communities within science and engineering, and since then, it has continued to grow. To foster a more inclusive community at my undergraduate institution, I founded a sorority chapter for women in engineering called Phi Sigma Rho. As founder and president, I cultivated an organization with a uniquely supportive environment that encourages women to persist through engineering degrees. Although I have since graduated, the foundation I built for Phi Sigma Rho allows it to endure; since I left, it has almost quadrupled in size, and shows no signs of slowing down.