Hi! I’m Ms. Prem

I am a fourth-year student at the University of Texas at Austin. I will ​graduate in May 2024 with a BSA in Biology and certificates in Pre-​Health Professions, Japanese Language, and Secondary Education.

I am currently a student teacher at Westwood High School through the ​UTeach program at UT Austin. I teach AP Biology and plan to certify ​for 7-12 Life Sciences. My career goal is to continue teaching Biology ​at the high-school level in Texas.

I have a great passion for scientific inquiry, and I am immensely ​grateful for the opportunity to share my love for science through ​teaching.

Contact me at:



Find my linked resume here, or see “Relevant Experience”.

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Relevant ​Experience

2023- ​2024

Research Assistant

Un​iversity of Texas at Austin- Austin, TX

Assisted with research in the areas of psychology, sociology, and neuroscience ​under the supervision of Dr. Steven Phelps. Responsibilities included analyzing ​clinical research studies, summarizing review papers, as well as reviewing and ​editing manuscripts.


Gu​est Lecturer

Un​iversity of Texas at Austin- Austin, TX

Two supplementary lectures for NTR306 (Fundamentals of Nutrition) under the sup​ervision of Dr. Ja​mes Fleet.


Curriculum Development: Assisted with Redesign of ​Physics Labs

Un​iversity of Texas at Austin- Austin, TX

Implementation of inquiry-based learning strategies and integration of ​biomedical applications in physics lab courses. Under the supervision of Dr. ​Andrew Loveridge.



Ce​dars Intl. Next Generation High School- Austin, TX

Designed and implemented a 4-day sequential chemistry lesson targeting 11th and​ 1​2th grade students. Observed classes weekly.


Independent research

University of Texas at Austin- Austin, TX

Informal independent research under the supervision of Dr. Conrad Fjetland on ​the halogenation of conjugated dienes. The aim of the research was to create a ​teaching lab for CH128L or CH220C comparing the kinetic and thermodynamic ​products of halogenation of bistyryl under different conditions.



Cr​ockett High School (AISD)- Austin, TX

Designed and implemented a 2-day sequential lesson for an elective forensic ​scienc​e class. Observed multiple classes throughout the semester.



O’​Henry Middle School- Austin, TX

Designed and implemented a 3 independent, interactive, virtual lessons in ​chemistr​y and physics. Observed multiple classes throughout the semester.


Optometric Technician

Dr. Kraig Jumura Abe Optometry- Cupertino, CA

Responsibilities included testing patients for eye pressure (IOP), vision estimate ​(auto- refraction), topography, color blindness (Ishihara), depth (IOL), retinal ​measurements (OCT) and analysis, scheduling appointments, teaching contact ​lens technique, sanitizing and preparing office and medical spaces, and ​maintenance of medical and related financial records.

Education, ​Certification, ​& Others ​Works

Bachelor of Science and art in biol​ogy

University of Texas at Austin, 2024

With Certificates in Pre-Health Professions, Secondary Education, and Japanese Language.

High School Diploma

Cupertino High School



(Fluent in English) Professional working proficiency ​in Japanese.

Experienced in data analytic software, e.g. RStudio. ​Proficient languages include R and Bash.

Experienced in using Microsoft, OS, and Google ​applications.


AISD Future Teacher Scholarship - 2023-2024

Charles Butt Scholar - 2021-2024

Irene Zercher St. Clair Endowed Presidential

Scholarship in Math/Science Education - 2022-2023

Teaching ​Philosophy

It is my philosophy that the engaged instructor is essential for student success. ​T.M. Caro and M.D. Hauser operationally define “teaching” by alternatively ​describing practices which do not constitute teaching: “other forms of social ​learning where there is no active participation of instructors” . Thus, teaching is ​defined as the active involvement of instructors in student learning. A teacher ​who is passionate, attentive, and receptive to student needs is one who can ​effectively communicate, adjust, and individualize their curriculum to best ​benefit the students. A classroom that is interactive allows for rich dialogue ​between student and teacher (as well as student-and-student) that furthers ​conceptual understanding through debate, question-formation, and discussion. ​Somewhat paradoxically, student autonomy is also integral to student success; ​curiosity can only be furthered to inquiry if students are given agency over their ​own learning.

In teaching, I aim to promote inquiry through question-based learning while also ​providing my students with the support they need to build confidence in their ​skills as both scientists and scholars. My lesson plans leave room for exploration ​to promote curiosity. I emphasize group work to facilitate active discussion and ​collaboration. I often incorporate hands-on activities and connect classroom ​content to various disciplines, bringing elements of Piaget’s constructivism to ​Vygotsky’s collaborative learning. Lastly, I am a firm believer that honest self-​evaluation is the most valuable measure of progress, so I encourage my students ​to take an active role in their learning by reviewing and assessing their own work.

In accordance with my teaching philosophy, I apply these values to my own ​learning as well. I have a great passion for scientific inquiry: I am always reading, ​searching, questioning, and tinkering with new ideas to satisfy my own curiosity. I ​look for support and guidance from my mentors and seek out conversation with ​experts and enthusiasts in areas where I don’t know so much- because to be ​honest, there is much more information out there than I have yet to explore. I ​hope to share my love for scientific exploration and broaden the horizon for my ​students at least a little bit, so that they leave my classroom inspired and learned.

Sahana Prem


Caro TM, Hauser MD. Is there teaching in nonhuman animals? Q Rev Biol. 1992 Jun; 67(2):151-74. doi: 10.1086/417553. PMID: 1635977.