Teaching genetic drift: new approaches to encourage non-deterministic thinking about evolution

Students tend to enter introductory biology courses with the preconception that evolution is primarily the result of natural selection. I helped to develop a teaching module geared towards dismantling student's preconceived notions about evolution and deepening their understanding of genetic drift as a non-deterministic evolutionary process. 

Part of my role in this work was developing an R Shiny App that simulated random genetic drift in a metapopulation over time where individuals have different reproductive strategies. Students are asked to statistically analyze the result of the simulation, which tracks proportion of alleles and individuals of varying reproductive life histories over several generations. The learning objective of this simulation is to integrate queer theory and fundamental evolutionary concepts to improve understanding of randomness and stochasticity in evolution. 

Thanks to the Resources for Inclusive Education Working Group in 2024 for the opportunity to develop this lesson plan! 
Carlen, E.; Chacko, X.; Chen, N.; Dietz, Z.; Eppley, M.; Noh, S. (2025). Teaching genetic drift: new approaches to encourage non-deterministic thinking about evolution. Resources for Inclusive Evolution Education, QUBES Educational Resources. doi:10.25334/ZSK0-RC72

---

Northeastern University: Teaching Assistant

I have served as the instructor-of-record for the following laboratory class sections through Northeastern University College of Science. 

• Biostatistics (EEMB 2501). Taught Spring 2025.
• Introduction to Biological, Social, and Environmental Data (ENVR 1501). Taught Fall 2021, Spring 2024.
• Marine Biology (EEMB 2701). Taught Spring 2023.

As a laboratory instructor, I am able to teach students laboratory and computational skills that complement the lecture course material. 
I have taught the following coding and computational skills: R and R studio, Excel, data organization & validation, meta-analysis, Qualtrics.
I have taught the following laboratory skills: pipetting, dissections, microscopes and slide mounting, basic experimental set ups. ​

Teaching how to identify intertidal marine invertebrates

Students survey biodiversity in the rocky intertidal

---

Mentorship

Effective mentorship can promote diverse student retention in STEM by explaining hidden curriculum, helping to navigate opaque processes (e.g. graduate school application process), building confidence, and increasing a sense of belongingness in students. I am grateful to mentors who have guided me into the field, and I prioritize mentoring undergraduate students in return. 

BEACHES MENTEES
I have formally served as a mentor to students through the BEACHES (Bridging Each Applicants Chances for Higher Education Success) program at Northeastern University. During this week-long workshop, I mentor post-bac students and developed resources to help students without ready access to the graduate school pipeline navigate the graduate school application process.

My previous BEACHES mentees are: 
(2024) O. Ferguson, undergraduate at Bates College
(2022) S. Labbe, undergraduate at Salve Regina University
(2022) A. Frick, undergraduate at University of New Orleans

UNDERGRADUATE MENTEES
I have also mentored undergraduate co-ops in the Lotterhos Lab during each semester of my PhD. These students work full-time in the lab, and during this time, I provide instruction, mentorship, and advice as I work alongside them.

​My previous undergraduate co-op mentees are: 
(2024) Z. Chapman, undergraduate at Northeastern University
​(2024) L. Fenuccio, undergraduate at Northeastern University
(2023) Z. Segnitz, undergraduate at Northeastern University
(2023) K. Bajaj, undergraduate at Northeastern University
(2023) N. Mongillo, undergraduate at Northeastern University
(2022-2023) E. Leung, now a PhD student at UC Riverside in conservation genomics
(2022) A. Christie, now pursuing professional apiculture

HIGH-SCHOOL MENTEES
I have also mentored high school students Lotterhos Lab by providing them opportunities for summer internships! When hiring high school students, I select students who are enthusiastic about the topic of the internship and communicate a willingness to learn, even if they lack formal experience on their resume. I have found this approach successful, and it gives curious students the confidence boost of obtaining formative research experience before pursuing an undergraduate degree. 

My previous high school intern mentees are: 
(2024) N. Johnson, current high school student
(2024) L. Gouralnik, ​now an undergraduate at McMaster University
(2021) S. Wagner, now an undergraduate at UMass Amherst
(2021) A. Pojoy, recently graduated high school student