CUTF has been my first foray into teaching. I have led meetings for clubs and given presentations for classes and fellowships, but I have never before had the opportunity to teach academic content to students. I am preparing to deliver a lecture to Prof. Bahler’s class in just a week and a half, and I have already learned so much about the process of choosing a topic and accompanying reading, creating slides, and planning how to engage students in discussion during the lecture. My lecture is about incorporating queer theory into ecology to create a radical framework of empathy for the Earth and all its beings. To be honest, an hour and fifteen minutes is a really long time to fill with content, but I have picked up tips from Prof. Bahler’s teaching style and the way he prompts participation from students. I am nervous but excited for my upcoming lecture!

During CUTF, I have reflected on the ways that the pandemic has changed student learning, which has become largely virtual and more independent. Prof. Bahler’s Science & Religion course, like most other courses at this point, functions entirely on Canvas. There are lively discussions in class, but many students choose to earn participation points by participating in Canvas discussion boards rather than speaking up during discussions. There are upsides to how the pandemic has affected learning; namely, learning has become more convenient and streamlined for both students and faculty. At the same time, though, I think that collaborative learning has suffered during the pandemic and is still recovering.

CUTF has expanded my understanding of teaching and learning, but it has also been a valuable experience in mentorship. I have had the opportunity to learn from Dr. Bahler’s extensive knowledge about his field and his highly engaging teaching style; I have also enjoyed working closely on projects with him because it is rare to find opportunities for undergraduates to work one-on-one with faculty. Prof. Bahler has given me specific feedback that has allowed me to develop my own organizational and teaching skills, and I am grateful for the opportunity to receive valuable mentorship because it can be difficult to get to know faculty at such a large research university.

I have also deeply enjoyed cultivating a more inclusive experience in the classroom. Queer theory and experience have the power to completely reframe the ways we perceive the world, and I have been excited to infuse the Science & Religion syllabus with queer theory topics. Queer theory not only brings unique perspectives to the table, but incorporating it into the syllabus improves representation of LGBTQ+ communities to ensure that queer students feel acknowledged and heard in academic spaces. I have attached a photo from a beautiful previous exhibit in the Pitt University Art Gallery, which featured work from Greer Lankton and Andrey Avinoff, two queer artists. The attached photo is a piece by Avinoff, who struggled to reconcile his sexuality with his faith, as reflected in this work. Art is a valuable avenue for expression of queer experiences, and I hope to see academia similarly represent queerness in coming years.

Once CUTF is over, I am planning to take a few classes this summer and then graduate in August. In September, I am traveling to Spain to teach English over my gap year before medical school. I will be teaching students younger than college-age, but my experiences with CUTF will come in handy while developing teaching material and staying organized. I am beyond excited to experience Spain and to continue developing my teaching skills, and I am grateful to already have a solid foundation from CUTF!