I enjoy constant engagement in research, and it is my own passion for science as well as my core values of education and learning that make me committed to effective teaching. In my graduate career, I have made it a priority to become a better educator. As a graduate student I have gained teaching experience as a TA in the undergraduate classroom and as a workshop facilitator in various formal and informal educational settings.

I have been a TA for:

  • Plant Systematics (Botany 400)
  • Evolutionary Biology (Bot/Zoo/Anthro 410)
  • Vascular Flora of Wisconsin (Botany 401)
  • Botany for Non-Majors (Botany 100)
  • General Botany (Botany 130)

I have given guest lectures in:

  • Evolutionary Biology (Bot/Zoo/Anthro 410)
  • Ethnobotany (Bot/Anthro/AmerInd 474)

Some quotes from student evaluations:

“Chloe is very approachable and knows the subject matter well. I am not afraid to ask her questions and she is very patient when I don’t understand something right away.”
“Very smart and easy to work with. She can explain everything in a few ways to get the point across if need be. Always open to questions.”
“She really knows the subject matter well, and is very comfortable with teaching”

Delta Teaching Certificate

I am also completing a Delta teaching certificate alongside my PhD at UW-Madison, which has allowed me to explore and think critically about science pedagogy, reflective teaching and assessment, and elements of diversity in the college classroom. (My teaching philosophy can be found here.)

Through this certificate program, I conducted a teaching-as-research project that assessed how classroom lectures affected students’ tree-thinking and evolution misconceptions in Botany 400 (Plant Systematics), and assessed whether a practice-and-feedback style intervention improved students’ tree-thinking and diminished their evolution misconceptions.


Finally, and of equal importance, I mentor undergraduates in projects that they can carry out to completion. (My mentoring philosophy can be found here.) I value the undergraduate research experience that allows students to take ownership over a project from start to finish. This is an active way for young scientists to learn the practice of scientific inquiry and hypothesis testing.