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Teaching

I have always seen education as a pathway to empowerment, both for myself and for others. My earliest experiences of teaching were not as a lecturer, facilitator, course coordinator, or teaching assistant, but as a tutor working one-on-one first with elementary school students who spoke English as a second language, then with students taking lower-level college chemistry courses, and much later with students preparing for standardized tests such as the SAT and ACT. These first experiences with teaching others – along with my own positive and negative experiences of being taught – have helped me understand that students bring different backgrounds, experiences, and needs to the classroom, and the job of the instructor is not to set them against each other in pursuit of a few, elusive high scores but to engage them as a community to help one another take what they need from the course.

Student Feedback

Erin is a knowledgeable, considerate, and enlightening instructor, lending her personal and professional experiences to the enrichment of course content in describing the process and experience of dissertation proposal preparation. She is one of the best instructors I have ever encountered, particularly in her ability to make space for student experiences and letting student needs guide the discussions. I came away from this course with a much-improved understanding of the content and a rich resource list that I will continue to refer to in the future.

-S215, Spring 2022

Connecting DEI work to tangible skills in project and self-management has been such a breakthough for me. Erin's graphics are so crisp, and I love the clarity and pragmatism she brings to complex work.

-GRAD 210, Spring 2021

Fantastic teaching assistant, always willing to help and very patient with us. Responsive to queries in class and by email. Very reassuring and encouraging, especially with students who were struggling when concepts weren't clear from lecture. Created her own content to help, which was amazing. I learned so much from her, and she clearly worked very hard in her own time preparing for lab sessions.

-BIOSTATS 200, Fall 2019

Teaching Experience

S215: Dissertation Proposal Writing Seminar, Spring 2022

Course Facilitator

University of California, San Francisco

 

 

 

GRAD 210: DEI Academic Leadership, Winter 2021

Curriculum Development, Course Coordination, Guest Lecturer

University of California, San Francisco

BIOSTAT 208: Biostatistical Methods in Clinical Research II, Winter 2020

Teaching Assistant

University of California, San Francisco

BIOSTAT 200: Biostatistical Methods in Clinical Research I, Fall 2019

Teaching Assistant

University of California, San Francisco

  • Developed lectures and exercises based on previous years’ course implementation

  • Led sessions including lectures, class discussions, and workshops of student materials

  • Provided feedback on student drafts and in one-on-one meetings

  • Collaborated with instructor of record to design syllabus, develop pedagogical materials, and create experiential learning assignments

  • Provided subject matter expertise on social theory and project management

  • Guest lectured on project planning and management

  • Led lab sessions and hosted office hours to help students build practical skills in data analysis and interpretation using Stata

  • Independently developed review lectures and additional practical examples to reinforce key concepts and code sequences for students

  • Led lab sessions and hosted office hours to help students build practical skills in data analysis and interpretation using Stata

  • Independently developed review lectures and additional practical examples to reinforce key concepts and code sequences for students

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