My teaching philosophy is based on the idea that effective teaching is informed by cutting-edge research and valuing students’ interests. I often bring my research into the classroom to make the class exciting and update students with the latest scientific developments. That way, students can understand science is not just a classroom theory but has something to do with solving real-world problems, while I learn from the students’ reactions to my research. Therefore, exposing students to a laboratory, both indoor and field scale, is one of my primary teaching styles.
In the past, I have taught the following courses at the University of Rhode Island:
2022 Fall Teaching Assistant for Understanding the Earth (Geo103)
2022 Spring Teaching Assistant for Environmental Hydrogeology (Geo584)
2022 Spring Teaching Assistant for Global Climate Change (GEO305G)
2021 Spring Teaching Assistant for Landform: Origin and Evolution (GEO210)
2020 Fall Teaching Assistant for Watershed Hydrology (NRS461)
2019-20 Fall Teaching Assistant for Soil Geomorphology and Mapping (NRS471)
2019 Spring Teaching Assistant for Understanding the Earth (GEO103)
2019 Fall Teaching Assistant for Natural Resource Conservation (NRS100)
I hold mentoring students in high regard as an integral facet of the educational process. Over time, I’ve mentored several undergraduate students, particularly those with an interest in groundwater hydrology.
In the fall of 2022, two undergraduates, mentored by me, collaborated on a project involving the development of a laboratory-scale groundwater model—a physical sand-tank setup designed to emulate coastal hydrology. I enjoy being a guide on the side rather than a sage on the stage.
I enjoy teaching students in the field sites. Over the summer of 2021 and 2022, I taught several undergraduate students from University of Rhode Island, and Puerto Rico in field measurements such as saltwater intrusion geophysics, well installation and monitoring, stream-gauging etc.