Andrea’s Science Autobiography


My first genuine experience with science began in my ninth-grade biology class where I met my former biology teacher, Ms. Taylor.  I do not know if it was biology that stood out to me or the fact that this teacher, who just so happen to teach science talked to me beyond the classroom; this teacher was interested in my life outside of this class. At this moment, high school biology became my favorite subject, and she made learning fun and interesting.

In this class was also my first dissection experience, and I was blown away. My most memorable experience was a wildflower collection project that we had to do. We created this photo album with different flowers that we had to find such as a bull thistle, Spanish moss, and many more. That was my first time ever going on a nature hunt/discovery. I still name flowers when I pass by them. It was that year I decided that I wanted to major in biology in college.

It’s funny because I do not really recall my middle school science experience other than my teacher was mean, and we did many worksheets. After ninth grade, I fell in love with science, except chemistry. In secondary school, I only took biology, chemistry, botany, and environmental science. College, however, is a different story. My major was biology with a concentration in pre-pharmacy, so those classes ranged from biology, cell biology, human anatomy and physiology, medical terminology, chemistry, organic chemistry, physics, environmental science, botany, and microbiology. My lack of love for organic chemistry shifted my desire to enroll in pharmacy school. My college years is when I became fascinated with science and theory; I guess that had to do with the fact I was going deeper in content and context.

My high school and college science experiences stand out to me more because they were engaging and hands on. My teachers talked to me outside of the classroom and supported me in extracurricular activities. Those are the moments and teachers that stuck with me the most. It overflowed into my adult years when I became a middle/high school science educator. I knew what engaged me in learning and what turned me off in learning; I was able to use that knowledge to make sure my students were engaged and that I built relationships with each one of them. After all, that is how you truly reach and teach all your students. Those moments and individuals demonstrated and modeled how to be an effective teacher.

Published by Andrea Pickens and Associates, LLC

Greetings: My name is Andrea S. Pickens; I have several years of experience in education and youth development all of which include teaching and leading youth in under-resourced and economically disadvantaged communities. I believe that it is critical to the academic and over success of our youth to have proper academic and social-emotional support. This support is often found in schools and after-school programs that intervene by providing tutoring/enrichment services and are equipped with effective teachers and leaders. My belief is that each child can learn, but not all children learn the same; diversity and equity is crucial to youth development. It is my mission as an educator, entrepreneur, and servant-leader to equip and empower others in youth development and education to reach our youth beyond the secondary classroom. Yours in Education, Andrea S. Pickens, M.Ed

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