My students will become scientists, doctors, managers, teachers, politicians, and informed public citizens. My goal as a teacher is to impart to all of them a basic understanding of biology, statistics, and the scientific method, as well as the critical thinking and communication skills they will need to succeed in their chosen professions.
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Behavioral Ecology of African Mammals
During the summers of 2017 and 2018, I led Behavioral Ecology of African Mammals (BEAM; IBIO490), a 6-credit study abroad course to Kenya with 17 American students and 1 Kenyan student. This course is co-taught by two other graduate students from the Holekamp lab; together, we design and organize all aspects of the course, including the application process, interviews, budget, lodging, transportation, lectures, assignments, quizzes, projects, and more.
In 2018, we re-organized the course with the goal of providing students with more scientific skills to enhance their independent research projects, thereby increasing the intellectual rigor of the course. To that end, we added a series of pre-departure lectures on scientific skills, including how to read a scientific paper, how to write a scientific paper, how to do basic statistics, and how to lead a scientific group discussion. We also restructured how students were introduced to the process and concepts of conducting original research with a worksheet designed to take them through the steps of planning and implementing their independent projects. Lastly, we modernized the lectures, readings, and assignments to fit with the updated course structure. The improvements we made to the course were substantial, as noted by multiple students who remarked that they had "learned more in the three weeks on this course than in the past two years of college."
In 2018, we re-organized the course with the goal of providing students with more scientific skills to enhance their independent research projects, thereby increasing the intellectual rigor of the course. To that end, we added a series of pre-departure lectures on scientific skills, including how to read a scientific paper, how to write a scientific paper, how to do basic statistics, and how to lead a scientific group discussion. We also restructured how students were introduced to the process and concepts of conducting original research with a worksheet designed to take them through the steps of planning and implementing their independent projects. Lastly, we modernized the lectures, readings, and assignments to fit with the updated course structure. The improvements we made to the course were substantial, as noted by multiple students who remarked that they had "learned more in the three weeks on this course than in the past two years of college."
- Course website
- Course information for 2018 Behavioral Ecology of African Mammals (I was a lead instructor and co-developed this with two other instructors)
- Poster for an independent research project conducted as part of the 2018 Behavioral Ecology of African Mammals course
- Student evaluations for Behavioral Ecology of African Mammals
Lab instructor: Ecology Lab
In spring 2018, I led two lab sections (20-25 students) for Ecology Lab (IBIO355L), a required course for biology majors at Michigan State University. Throughout the semester, students worked cooperatively to develop an understanding of ecological questions, hypotheses and predictions, data collection, and statistical analysis. The course culminated in independent group research projects, which the students designed, carried out, and wrote up themselves. I guided them through the process, providing the tools they needed to carry out their projects without giving them the answers they sought. The type and amount of mentoring required by each group varied enormously, as some needed extra discussion to develop a research topic, others needed advice on experimental methods, and most needed assistance with the oral and written communication of their findings.
- Student evaluations for Ecology Lab
Discussion instructor: Environmental Physiology & Ecological Aspects of Animal Behavior
In spring 2017, I led two discussion sections (each with 20-25 students) for Environmental Physiology (IBIO483), and in fall 2017, I led two discussion sections (each with 10-25 students) for Ecological Aspects of Animal Behavior (IBIO415). Both were advanced elective courses for biology majors at Michigan State University, where the discussion section was a supplemental course component in which we read and discussed primary literature. I served as the discussion instructor; as such, I selected readings, developed materials (handouts, presentations, assignments, quizzes), led discussions, and facilitated student-led discussions. In both courses, I also guided students through the process of writing term papers, which was for many students their first attempt at scientific writing.
- Student evaluations for Environmental Physiology
- Discussion section syllabus for Ecological Aspects of Animal Behavior (co-developed with professor and previous TA)
- Student evaluations for Ecological Aspects of Animal Behavior
Mentoring and advising
I view mentoring as a collaborative partnership, requiring both mentor and mentee to learn, to be dedicated to improvement, and to actively and candidly communicate with one another. One of my primary goals as a mentor is to provide students with the resources and feedback that they need to achieve their academic goals. To do so, I try hard to be an adaptable mentor, assessing in real-time the needs of my mentees and guiding them towards the skills they may need to become independent researchers, writers, and thinkers. Another important mentoring goal is to train students to think on their feet and engage in on-the-spot problem solving. To do so, I work closely with my students in both the lab and the field; we troubleshoot challenges together, which helps students build problem-solving skills and gain confidence in their own critical thinking necessary to be successful in academia and beyond.
I have mentored 36 students from a variety of backgrounds and cultures, endeavoring to foster curiosity and growth as a scientist in each. I've supervised 1 Master's thesis at the University of Konstanz and 14 undergraduate-led research posters at Michigan State University, two of which won First Place Awards.
I have mentored 36 students from a variety of backgrounds and cultures, endeavoring to foster curiosity and growth as a scientist in each. I've supervised 1 Master's thesis at the University of Konstanz and 14 undergraduate-led research posters at Michigan State University, two of which won First Place Awards.
- Poster: Javorka J*, Montgomery TM, Holekamp KE. Play partner preferences in spotted hyenas (Crocuta crocuta). University Undergraduate Research and Arts Forum, 13 April 2018, East Lansing, MI. First Place Award ($100). * = undergraduate co-author
Professional development activities
I am committed to being and becoming the best teacher and mentor possible. As such, I have attended a variety of workshops and classes designed to improve my teaching, mentoring, and leadership skills and to enhance my ability to ethically and safely conduct field research with students in the wild.
Sign up! Career Building Program: Year-long mentoring program by EAF Berlin and the Max Planck Society (January-December 2024)
Sign up! Career Building Program: Year-long mentoring program by EAF Berlin and the Max Planck Society (January-December 2024)
- From advertisement: The program supports outstanding female postdocs in their career and leadership development and prepares them for leadership roles in the scientific community. The program focuses on the following areas: building an academic profile, self-management, writing strategies, professional communication, conflict management, and presentation and performance skills.
- From certificate: The content is in accordance with the requirements of the Directive 2010/63/EU ‐ Functions A and B and is accredited by the FELASA (course number 057/17). The course includes the following general content: German and European national legislation; Ethics, animal welfare and the three Rs; Design of Procedures and Projects. The course includes the following primate-specific content: Basic and appropriate biology; Animal care, health and management; Recognition of pain, suffering and distress; Minimally invasive procedures.
- From website: Our trainers provide a solid foundation of knowledge for outdoor first aid at a camp site, in which the participants benefit above all from the realistic accident scenarios outdoors in nature. As well as outdoor first-aid content, the course includes wilderness emergency scene management, accident prevention, and leadership in emergency situations.
- From syllabus: This course introduces participants to the theory and practice of student-centered college teaching. Students gain an understanding of how people learn, the basics of curriculum design, and a range of teaching and assessment strategies and instructional technology to plan for, teach, and analyze effective science teaching. In addition, students discuss the roles and responsibilities of teaching within the university setting.
- From advertisement: The Academy is an intensive, cohort style, developmental experience. Participants attend weekly workshops where they engage with advanced leadership concepts through discussions with leaders on and off campus. They work on teams that design and execute leadership development projects. This year's workshops are a deep dive into social change and action oriented leadership.
- My project: Assessing and Improving Mentoring Relationships in Graduate Education
- Learning objectives: Learn about a framework for cultural competency development and apply it to personal and organizational change. Explore issues of power, oppression, privilege and change at four levels. Reflect on how we’ve learned about human differences. Explore our identities and memberships in target and non-target groups. Apply learnings to our work in the College of Natural Science.
- From advertisement: The goal of the Summit is to empower graduate students to take a proactive approach to their leadership development so they may make a difference. Through quality keynote speakers and engaging workshops, students interact with content related to personal, relational, functional, and contextual leadership skills while participating in experiences that can help them develop their core leadership competencies.
- From course description/syllabus: Ethical conduct in research. Selecting research topics and approaches. Scientific writing, grantsmanship, presentation, and publication. Interpersonal professional relationships. Career paths inside and outside academia.