Teaching & Diversity Philosophy
Today, there is a crisis of trust in science. When anyone from pop stars to top government officials can take to social media to publicly express their opinions about the validity of scientific findings, and there is no generally accepted authority to correct them, it is more important than ever for students to learn to differentiate between opinions and facts. A recent report from Stanford University’s Graduate School of Education found that college students are terrible at evaluating the quality of online information, which is problematic given that a Google search is more likely to pull up sensational headlines than credible scientific sources. My goal as an educator is to give my students the tools to distinguish facts from alternative facts, confidently mine through data rather than tweets, and critically examine the issues of today, from climate change to border walls, through an anthropological lens. To do this, I teach my students to approach anthropology as both a scientific and an interactive process by focusing not just on what scientists know but how they know it. As a result, my students learn to critically evaluate, expand, and reflect on what they hear and read, necessary skills whether they pursue a career in academia, politics, law, medicine, or business.
In my classes, I prioritize diverse viewpoints, encourage stimulating debates, and work to create an inclusive and supportive learning environment. I teach my students that science isn’t blind to identity, or free from bias, it has just existed for decades with one particular view point in mind. As an educator, and especially as an Anthropologist, I am passionate about promoting identity, rather than stifling it, by integrating diverse viewpoints in my courses, creating a safe space where my students feel comfortable to draw from their own experiences, and providing opportunities and resources for underrepresented students to successfully find their voice and use it.
In my classes, I prioritize diverse viewpoints, encourage stimulating debates, and work to create an inclusive and supportive learning environment. I teach my students that science isn’t blind to identity, or free from bias, it has just existed for decades with one particular view point in mind. As an educator, and especially as an Anthropologist, I am passionate about promoting identity, rather than stifling it, by integrating diverse viewpoints in my courses, creating a safe space where my students feel comfortable to draw from their own experiences, and providing opportunities and resources for underrepresented students to successfully find their voice and use it.
CURRENT COURSES
ANT 200/NBB 201: FOUNDATIONS OF BEHAVIOR
This course investigates evolutionary and biological explanations for animal behavior, including humans. In this course, we will draw from fundamental principles in anthropology, animal behavior, biology, neuroscience, and psychology, to broadly examine: 1) primate evolution and behavior, 2) the principles of evolution and how they relate to animal behavior, 3) basic functional neuroanatomy, and 4) neural and neuroendocrine mechanisms of behavior, with an emphasis on social behavior. By drawing on examples from humans and nonhuman primates, this course places human behavior in the context of that of other species, to better understand why we behave the way we do.
ANT 285: FUNDAMENTALS OF PRIMATE BEHAVIOR AND COGNITION
This course will investigate what it means to be a primate by examining the evolution, behavior, and cognition of our closest living relatives. In this course, students will learn the fundamentals of primatology by combining empirical data (what we know), with theory (what we think we know), with the methods we have available to us (how we know it). This course will walk through (1) an overview of the living primates, (2) the problems that primates must solve to survive and reproduce, (3) how primates solve these problems, and (4) how we know how primates solve these problems. While this will be a virtual course, students will learn to critically evaluate primate studies, observe primate behavior through wildlife documentaries and field footage, collect and interpret their own data on primate behavior and cognition, and engage with primatologists through interviews and field narratives.
ANT 285: NATURE, NURTURE, SEXUALITIES
This course will provide a critical and rigorous examination of sex, gender, and sexuality by delving into the biological underpinnings and evolutionary roots of primate sexual behavior, and the historical and contemporary approaches to understanding the nuance of human sexuality. Co-taught by a biological and cultural anthropologist, this unique approach combines expertise on evolution,
animal behavior, genetics, queer history, American society, and global social movements to provide a comprehensive understanding of the roles of nature, nurture, and culture in shaping human sexuality. This course will tackle several important questions including: How has heterosexuality become normative and hegemonic? Are homosexual behavior widespread in animals? How has
homosexuality evolved? How has biology been misconstrued to perpetuate homophobia and societal gender roles? How has cultural bias shaped our understanding of the complexity of sexual behavior across primates? Why is an intersectional approach to understanding sexuality essential, particularly as it relates to colonialism, race, religion, class, and ability? How can a better understanding of both the biological and cultural underpinnings of sexuality inform health, pleasure, joy, equality, identity, and social justice?
animal behavior, genetics, queer history, American society, and global social movements to provide a comprehensive understanding of the roles of nature, nurture, and culture in shaping human sexuality. This course will tackle several important questions including: How has heterosexuality become normative and hegemonic? Are homosexual behavior widespread in animals? How has
homosexuality evolved? How has biology been misconstrued to perpetuate homophobia and societal gender roles? How has cultural bias shaped our understanding of the complexity of sexual behavior across primates? Why is an intersectional approach to understanding sexuality essential, particularly as it relates to colonialism, race, religion, class, and ability? How can a better understanding of both the biological and cultural underpinnings of sexuality inform health, pleasure, joy, equality, identity, and social justice?
ANT 302: PRIMATE BEHAVIOR & ECOLOGY
Humans, chimpanzees, gibbons, mandrils, vervets, capuchins, aye-ayes, and more all share a common ancestor. What clusters us together on the evolutionary tree? What sets us apart? This course investigates what it means to be a primate by examining the morphology, behavior, ecology, and cognition of our non-human primate relatives. In this course, we will draw from fundamental principles in anthropology, animal behavior, biology, ecology, and psychology, to delve into 1) the diversity of the primate taxa, 2) the principles of evolution and how they relate to primate behavior, 3) the ecological and social challenges primates face, and 4) the challenges we face in studying and conserving these species in their natural habitats. By drawing on scientific papers, stories from the field, wildlife documentaries, popular articles, podcasts, and interviews with primatologists, this course will challenge you to critically evaluate key theoretical and methodological issues in primate behavior focusing not just on what scientists know but how they know it.
ANT 455/ANT 585: CURRENT TOPICS IN PRIMATE BEHAVIOR
For decades, studies on primate behavior have provided us with a lens to observe our ancestral past. Since the onset of the discipline, primatology has continued to evolve, with the integration of novel methodologies that have placed studies on primate behavior at the forefront of anthropology, social sciences, animal behavior, psychology, and medicine. This seminar focuses on the past, present, and future of primatology by examining both the theoretical roots of the discipline and the groundbreaking studies that address current problems in the fields of primate behavior and primate cognition. By comparing current novel studies with “old” seminal scientific papers, this course will challenge you to understand historical perspective, consider theoretical advances, examine methodological approaches, and critically assess the future trajectories of primatology. **This class is an advanced undergraduate/graduate seminar**.
Coming SOON: Field SchoolCurrently, we establishing an international field school and study abroad program at the Taboga Forest Reserve in Costa Rica to teach undergraduates research methods and provide invaluable field research experience. In collaboration with la Universidad Técnica Nacional (UTN) in Costa Rica, and Drs. Jacinta Beehner and Thore Bergman at the University of Michigan, we are developing an effective, interdisciplinary curriculum where undergraduate students from US institutions and UTN will work together on projects related to animal behavior, anthropology, psychology, ecology, and conservation.
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From October-December 2018, five students from the Universidad Técnica Nacional joined our research team at the Capuchins @ Taboga project.
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PAST COURSES
ANTHRBIO 297: UNDERSTANDING THE SOCIAL MIND
Why are humans so smart? One promising hypothesis suggests that the large and advanced cognitive abilities in humans, and our primate relatives, evolved as a response to the challenges associated with living in large and complex social groups. Many aspects of human nature from friendship to deception, fairness to discrimination, language and morality, likely evolved to help us successfully navigate our intricate social networks. Yet humans are not alone in having a social mind, our closest primate relatives also deal with the pressures of living in social groups. What socio-cognitive abilities do we share with non-human primates and other social animals? What aspects make the human mind so unique?
GRADUATE STUDENT INSTRUCTOR
ANTHRBIO 161, Introduction to Biological Anthropology, Fall 2010
ANTHRBIO 364, Evolution & Nutrition, Winter 2011
ANTHRBIO 161, Introduction to Biological Anthropology, Fall 2012
ANTHRBIO 201, Introduction to Biological Anthropology, Winter 2016
ANTHRBIO 364, Evolution & Nutrition, Winter 2011
ANTHRBIO 161, Introduction to Biological Anthropology, Fall 2012
ANTHRBIO 201, Introduction to Biological Anthropology, Winter 2016
Student Evaluations
"The professor explains so well, had such great slides and ways to transmit the contents in a fun way that I didn't have to make a lot of effort to study later, I remembered good part of the classes just by being there and the exercises/presentations she organized. Best teacher ever, really. So organized, creative, enthusiastic!" - ANTHRBIO 297, SPRING 2016
"Marcela made this course! In a class where section attendance is mandated due to due to the presence of section quizzes, Marcela made class enjoyable to come to. I would have come to this class regardless of whether or not it was required. She has mastered the ability of sounding professional without being professorial, of teaching the material to us in a manner that is relatable and easy to understand. The section workshops and worksheets were useful, and helped bring this material into a more relevant setting. I'm not a science major, nor really a science-minded person. But for a person who intends on spending the rest of her life with a nose in a law book, I have enjoyed this section as much, if not on occasion more, than some of my political science and history sections. Marcela's experience out in the field, her expertise, her knowledge of the subject, and her down to earth approachable manner of teaching allowed this class to be an enjoyable experience, instead of a morning section I would have dreaded going to." -ANTHRBIO 161, Fall 2012
"Marcela was a great GSI- funny, comfortable in front of the class, good on her feet with questions, and ultimately made a class dramatically out of my field of interest tolerable (and I mean that as a compliment- I seriously dreaded doing my natural science requirements, so 'tolerable' is a major accomplishment). By far one of the most personable GSIs I've had in any class. Oh, and I really appreciated that we actually worked with fossils, or fossil replicas, in lab; it wasn't always directly tied to lecture, but it helped make the class a little less abstract." -ANTHRBIO 161, Fall 2012
"Marcela was always prepared for class, starting each class with a fun song that paired with the lesson for the day. Her powerpoints were incredibly helpful, and she always thought of fun ways for us to remember information. You could tell that she was passionate about her field and that helped the class to be engaged. Also, she was extremely helpful during "worksheet days" when she would explain in-depth about the subject. I wish all of my GSIs were this enthusiastic and dedicated." - ANTHRBIO 161, Fall 2012
"Marcela was an excellent GSI. I think she was probably the best GSI I have had throughout my entire undergraduate career. She was friendly, interested in helping us learn, and made discussion enjoyable." -ANTHRBIO 364, Winter 2011
"Marcela was really a fantastic GSI. She showed up prepared, willing to teach and listen, was extremely understanding and accommodating to her students and just created a very pleasant class experience for us. She also made very helpful and fun jeopardy style review sessions. Showing up to discussion was never a chore because I knew that it would be a comfortable/useful discussion at the least and very interesting/fun at the best, and Marcela is definitely played a huge part in creating that kind of atmosphere.She has so many interesting experiences to share with us, she is very well informed in her area and did all she could to make sure her sections were all on the same page with the lecture, all qualities I really appreciate in a GSI. Long story short, Marcela rocks and went above and beyond her GSI responsibilities this semester!"- ANTHRBIO 364, Winter 2011
"Marcela was extremely knowledgeable and creative in the way she lead the discussion. She had interesting powerpoints and always kept the class engaged. She was always very enthusiastic and passionate. She was an excellent GSI, absolutely superb." -ANTHRBIO 161, Fall 2010
"Best GSI I have ever had. Very interactive and a lot of different methods of teaching used (power points, videos, group work, discussions, worksheets, labs, etc.). You could tell so much preparation went into every section and Marcela was great at always making all the material relevant and interesting. " -ANTHRBIO 161, Fall 2010
"Marcela made this course! In a class where section attendance is mandated due to due to the presence of section quizzes, Marcela made class enjoyable to come to. I would have come to this class regardless of whether or not it was required. She has mastered the ability of sounding professional without being professorial, of teaching the material to us in a manner that is relatable and easy to understand. The section workshops and worksheets were useful, and helped bring this material into a more relevant setting. I'm not a science major, nor really a science-minded person. But for a person who intends on spending the rest of her life with a nose in a law book, I have enjoyed this section as much, if not on occasion more, than some of my political science and history sections. Marcela's experience out in the field, her expertise, her knowledge of the subject, and her down to earth approachable manner of teaching allowed this class to be an enjoyable experience, instead of a morning section I would have dreaded going to." -ANTHRBIO 161, Fall 2012
"Marcela was a great GSI- funny, comfortable in front of the class, good on her feet with questions, and ultimately made a class dramatically out of my field of interest tolerable (and I mean that as a compliment- I seriously dreaded doing my natural science requirements, so 'tolerable' is a major accomplishment). By far one of the most personable GSIs I've had in any class. Oh, and I really appreciated that we actually worked with fossils, or fossil replicas, in lab; it wasn't always directly tied to lecture, but it helped make the class a little less abstract." -ANTHRBIO 161, Fall 2012
"Marcela was always prepared for class, starting each class with a fun song that paired with the lesson for the day. Her powerpoints were incredibly helpful, and she always thought of fun ways for us to remember information. You could tell that she was passionate about her field and that helped the class to be engaged. Also, she was extremely helpful during "worksheet days" when she would explain in-depth about the subject. I wish all of my GSIs were this enthusiastic and dedicated." - ANTHRBIO 161, Fall 2012
"Marcela was an excellent GSI. I think she was probably the best GSI I have had throughout my entire undergraduate career. She was friendly, interested in helping us learn, and made discussion enjoyable." -ANTHRBIO 364, Winter 2011
"Marcela was really a fantastic GSI. She showed up prepared, willing to teach and listen, was extremely understanding and accommodating to her students and just created a very pleasant class experience for us. She also made very helpful and fun jeopardy style review sessions. Showing up to discussion was never a chore because I knew that it would be a comfortable/useful discussion at the least and very interesting/fun at the best, and Marcela is definitely played a huge part in creating that kind of atmosphere.She has so many interesting experiences to share with us, she is very well informed in her area and did all she could to make sure her sections were all on the same page with the lecture, all qualities I really appreciate in a GSI. Long story short, Marcela rocks and went above and beyond her GSI responsibilities this semester!"- ANTHRBIO 364, Winter 2011
"Marcela was extremely knowledgeable and creative in the way she lead the discussion. She had interesting powerpoints and always kept the class engaged. She was always very enthusiastic and passionate. She was an excellent GSI, absolutely superb." -ANTHRBIO 161, Fall 2010
"Best GSI I have ever had. Very interactive and a lot of different methods of teaching used (power points, videos, group work, discussions, worksheets, labs, etc.). You could tell so much preparation went into every section and Marcela was great at always making all the material relevant and interesting. " -ANTHRBIO 161, Fall 2010