Ecology-informed teaching

Ecology teaches us that nothing exists in isolation. That same perspective shapes how I approach education: learning should be connected, inquiry-driven, and grounded in the living world.

Here I share educational projects inspired by ecological thinking from classroom activities and outreach programs to interactive websites and curriculum design. My goal is to make ecology accessible beyond the classroom and to create learning experiences that invite curiosity, systems thinking, and deeper connections with nature.

Photo credit to Jennifer Coombes. I was teaching ecology to fifth-graders in the outdoors at Catamount Center during my TREE Semester class at Colorado College. Read more here.

My journey in ecological education began in the Rocky Mountains of Colorado, where I studied educational theory through the Teaching and Research in Environmental Education (TREE) program at Colorado College. There, I designed my first ecology curriculum around a few fundamental concepts, including photosynthesis and ecological succession. Rather than teaching them in a classroom, we explored them outdoors through observation, experiments, and play, discovering how ecological processes give rise to the patterns we see in nature. I also co-developed and published a picture book series introducing plant ecology through traditional Chinese medicine, featuring organisms and plants such as cordyceps, lotus, ginkgo, and pine. This project marked my first step into public science communication.

During my PhD at Princeton, I continued to teach as a biology teaching assistant, leading laboratory sessions and field trips. I also joined Princeton’s Prison Teaching Initiative, serving both as a Graduate Fellow in Environmental Science who helped coordinate volunteers and develop courses, and as a volunteer instructor and tutor for incarcerated students. Together with colleagues, we co-developed an interdisciplinary environmental nexus course centered on environmental justice. Teaching in this setting introduced me to trauma-informed pedagogy and a discussion-based, Socratic approach to learning, where education emerged through close dialogue rather than lectures. The experience profoundly shaped my approach to teaching, strengthening my commitment to inclusive, student-centered learning and preparing me to design interdisciplinary courses for learners with diverse backgrounds and goals.

Since then, I have been developing a series of public-facing introductory ecology courses for liberal arts education, which you can explore in the Courses section. My goal is to make ecology accessible beyond the university and to help more people see the world through an ecological lens. Inspired by indigenous nature education in China and environmental education initiatives around the world, I hope to contribute to a broader framework for integrating ecological thinking into education across disciplines and learning environments.

Since joining New York University as a postdoctoral researcher, I have also been collaborating with local K–12 STEM teachers through the New York Academy of Sciences’ Scientists in Residence program. Together, we co-developed inquiry-based high school laboratory activities using plants as a model system. As digital and AI technologies become part of everyday teaching, I believe scientists can play an important role in designing learning tools that support but not replace teachers and students. My goal is to reduce logistical barriers so that classrooms can spend more time on scientific thinking, discussion, and discovery. To support this, I developed an interactive course website that brings together laboratory guidance, teaching materials, assignments, and real-time classroom resources in a single place for both students and teachers.

Students presenting their project, Plants and Toxins, at the end-of-semester showcase, together with their science teacher and me.

I see ecology not only as a scientific discipline, but also as a way of understanding the world. Whether through classrooms, field experiences, public engagement, or digital learning tools, I hope to see more people think ecologically. If you are interested in collaborating on ecological education, curriculum design, science communication, or educational technology, I would be delighted to connect.