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Bio
I am an environmental and outdoors enthusiast, teacher, scientist, and currently, an instructor at Metropolitan State University of Denver. I hold an MS from Oregon State University's department of Botany and Plant Pathology. My research was focused on the microbial world of plants and was driven by the question of how insights from microbial ecology can be applied to create sustainable agricultural practices. My interests span across the biological sciences and I have taught a range of courses including Sustainability Science, Ecology and Evolution, Introductory Biology, and Microbiology (for nurses and biology majors).I have worked as an educator since 2014 and have been fortunate to develop my teaching skills across the United States (east and west coasts!), Mexico, and Costa Rica, working with a diverse set of colleagues and students. Teaching has grown to be a massive passion of mine, and I find myself always innovating in the classroom!
Degree
MS in Botany and Plant Pathology
Oregon State University
BS in Ecology and Evolutionary Biology
University of Connecticut
Published Works
- Delventhal, K., Skillman, V., Li, X., Busby, E. P., Frost, K. (2023). Characterizing Variation in the Bacterial and Fungal Tare Soil Microbiome of Seed Potato. Phytobiomes Journal, 7(1), 78-90. https://doi.org/10.1094/pbiomes-11-22-0092-r.
- Delventhal, K., Busby, E. P., Frost, K. (2023). Tare Soil Alters the Composition of the Developing Potato Rhizosphere Microbiome. Phytobiomes Journal, 7(1), 91-99. https://doi.org/10.1094/pbiomes-11-22-0093-r.
- Hewes, E. M., Delventhal, K., Chaves-Campos, J. (2017). Behavioral plasticity and consistency in the naked-footed mouse (Peromyscus nudipes) with habitat disturbance. Journal of Ethology, 35(3), 279-292. https://doi.org/10.1007/s10164-017-0517-9.
Teaching Interests
I strive to build a welcoming, horizontal learning environment that encourages the growth and development of ideas within the classroom. Students are not empty cups to be filled, but rather dynamic individuals with a diversity of backgrounds that shape their learning experience. I aim to foster a sense of curiosity and questioning in my students that cultivates motivation to go deeper and develop a sense of ownership over their learning.
Student-Centered, Motivated Learning: When exploring course topics, I draw on my students’ motivations for learning to create a course that is relevant, meaningful, and reflects the interdisciplinary nature of science. By grounding content in real life examples (i.e., current news, research, and case studies), I work towards fostering a collective perspective shift that encourages students to value their learning over the daunting notion of a letter grade. For example, when teaching Biology for Nurses, I utilize case studies with problem-solving questions that apply course concepts to real-life situations. This approach centers student learning around their goals and aspirations, which I reinforce by framing higher education as an opportunity to gain valuable new skills and competencies—not just credentials!
Engaging, Collaborative Learning: Teaching involves cultivating an awareness of knowing when to step forward and provide students with knowledge, and when to take a step back and facilitate discussion and deep thinking. I believe that by giving away all the answers, students do not learn to first ask questions. Rather than front-load with information, I promote inquisitive and group learning by, for example, posing a puzzle and asking students to work on their own, then share and build within a group, before finally collaborating as a class to reach a consensus. When in a classroom environment, I have students sit in groups at tables rather than rows facing the front and have found that even large lecture halls are no barrier to collaborative learning. Recently, I have found success with incorporating aspects of the "flipped classroom" approach to my in-class activities, in which students dive into content outside of the class, and in-class time is used to work through problems, engage in discussion and activities, and clarify confusing concepts.
Experiential Learning: I ascribe to the notion that we learn by doing. Challenging students to apply their knowledge allows them to take ownership of their learning, feel proud and empowered by their abilities, and grow from obstacles they face in the process. Experiential learning is at home both outside of and within the classroom, and may take the shape of a hands-on laboratory, self-directed learning project, or a student-designed and realized research experiment.
Diversity: A nonnegotiable pillar of my philosophy includes building a classroom culture where students feel welcome regardless of their race, ethnicity, nationality, gender orientation, or identity. In a safe and inclusive classroom, students have an active voice that allows them to learn from their peers’ diverse perspectives. As I share my knowledge with students, I invite them to bring their experiences to the table.