Lindsay Porter Reid, BS, MS, PhD (ABD)
Bachelor of Science, Emory & Henry College, Emory, VA
Master of Science, Molecular Microbiology, Appalachian State University, Boone, NC
ABD, Doctor of Philosophy of Science, Biochemistry, Georgia Institute of Technology, Atlanta, GA
CDC Science Fellow
Lindsay’s passion for biology and the life sciences started more than 2 decades ago in her high school AP Biology class. Her interest in microbes and biotechnology techniques led her to write a thesis on the biofilm formation of Vibrio cholerae after college and continue her studies trying to understand the biophysics of protein folding and misfolding. Realizing that she found the deepest gratification and enjoyment when working with students TA’ing her way through graduate school, including microbiology, cell biology, biochemistry, and senior project lab exploring student-led inquiry and the nature of the scientific method she shifted her focus to instruction. When an opportunity to teach full time at the largest private school in the contiguous United States presented itself, Lindsay jumped at the opportunity and has been working with high school aged students and designing dynamic curriculum ever since. Her subject matter expertise includes general biology, AP Biology, environmental science, epidemiology and public health, and biotechnology. Lindsay currently teaches as a small, progressive independent school where she has created and published on a co-taught course about the scientific and historical implications of pandemics and emerging diseases called Disease and the Modern World.
Lindsay and her husband reside in Atlanta and have 3 dogs. When she is not playing fetch or hiking with the pack, she enjoys biking, organic gardening, and experimenting in her kitchen with fermentation, sourdough bakes, and Maillard reactions.
Why Lindsay is excited about being on the all minds academy team
I started working with nonspeaking autistic students in a tutoring context about 7 years ago. I realized almost immediately that this community of learners had the same interest, passion, and capacity to learn and think deeply as my neurotypical students. My second realization was this group has been sorely underestimated and underserved in education. I expanded my work with small groups of autistic students at summer learning camps, adding more labs and manipulatives to enhance our content. Finding ways to engage and enrich my neurodiverse students has made me a better and more responsive teacher at every level. Being able to help meet the needs of this community in a new way is an honor and privilege.