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TAYLOR TAI

UNIVERSITY TEACHING

Before working as a teacher with young children, I lived in the world of academia as a biology researcher and primarily taught college and graduate students. I also offered workshops on inclusive teaching for professors and TAs interested in interrupting the patterns of oppression that are pervasive in scientific education. In both classes and workshops, I designed curriculum with a focus on compassion and community-building among students. Below are a few key pillars of my practice.
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Course Content. Center scholars with diverse backgrounds and highlight contributions from students' own communities. Solicit feedback about the topics and goals students want to explore so that they have ownership over their learning.
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Classroom Culture. Establish discussion norms that promote equitable participation and provide clear protocols for resolving harm. Use language and activities that are inclusive of all abilities, and never assume students hold dominant social identities.

Student Support. Prioritize student wellbeing by staying informed about campus resources they may need (e.g., disability services, mental health centers, affinity spaces). Advocate for social justice-centered policies and procedures at the departmental and university levels.

C O U R S E S  +  W O R K S H O P S

2020  ||  SOCIAL JUSTICE LEADERSHIP RETREAT
I served as a discussion facilitator for UW-Madison's annual Social Justice Leadership Retreat for undergraduates. Programming included small-group identity development and education to train young activists. Students left the retreat with a stronger grasp on their intersecting identities, experiences and biases, leadership skills, and role in fighting prejudice within themselves and their communities.
2020  ||  DESIGNING INCLUSIVE CLASSROOMS 
An introduction on overhauling course curricula to uplift college students from diverse backgrounds. Participants identified their stake in making classrooms justice-centered and brainstormed changes for their course syllabi, readings, and classroom protocols based on a few pillars of inclusive teaching. The syllabus, given to a class of graduate TAs, is below.
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2020  ||  SUPPORTING STUDENTS IN CRISIS
An in-depth workshop designed to shift instructors out of a punitive mindset and into a framework of compassion and understanding for students whose work is impacted by crises outside of the classroom. We reviewed how to support struggling students by referring them to campus resources and collaborating on new assignment plans. A syllabus, given to a class of graduate TAs, is below.
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2019  ||  RESILIENCE FOR GRAD STUDENTS (ENTOM875)
While earning my master's in biology, I completed a certificate in teaching and learning. Through this program, I created and taught a semester-long course for marginalized graduate students navigating the white supremacist culture of academia. Together we explored tools for building community as a means to survive and resist harmful institutions. Take a detailed look at the course materials (syllabus, readings, etc.) here.
2017 - 2020  ||  RESEARCH PROJECT MENTOR
While in graduate school, I advised eight research students through both independent projects and as assistants on my thesis research field teams each summer. I love collaborating with undergraduates who bring new ideas and energy into our work.
"[Taylor] was my mentor for the UW SROP (Summer Research Opportunities Program) program last summer! I love how she pushed for me not to think only about plants but also pollinators. She is open-minded and open-hearted."     
 
- 2020 Research Mentee
2017  ||  INTRO BIOLOGY LAB (BIO152)
As a teaching assistant for UW-Madison's introductory biology course for majors, I taught two weekly ecology, evolution, and plant physiology labs of 20 students each and provided one-on-one writing support sessions for thirteen independent student research projects. For this course, I received UW's Honored Instructor Award for "challenging, supportive, and inspiring" instruction.
2014  ||  ANIMAL BEHAVIOR (BIO030)
As a teaching assistant for Swarthmore College's intermediate level biology course, I assisted in running weekly hands-on lab experiments on bird, frog, and insect behavior for about fifteen students. I also offered group tutoring sessions and individual help for those seeking support outside of class.
Photo (left) shows undergraduate research assistants Sammy, David, Jaimie, and Maya preparing for bumble bee surveys in the field. ​
  • ⌂ Home Page ⌂
  • ♡ TEACHING
    • Primary Teaching
    • College Teaching
  • ☘ GARDENING ☘
  • ✉ Contact ✆