My teaching philosophy is shaped in large part by my academic background. I hold two bachelor’s degrees in physics and chemistry, and a doctorate in chemical physics. I have taught courses in physics, chemistry, biochemistry, and chemical engineering, and enjoy teaching both introductory and advanced course topics with an interdisciplinary view of how didactic training can translate to real-world applications.
As faculty, we are teaching in an era in which multidisciplinary work is increasingly common in science careers. Therefore, it is important to acknowledge that each student in a given class will have a unique academic background spanning across several disciplines, and will therefore also have different academic goals. Such is both the strength and challenge of teaching classroom material that is multidisciplinary in nature: there will be a diverse set of personal goals and academic backgrounds within any given class. My teaching philosophy is centered on teaching and evaluating my courses in a manner that gauges student learning and understanding. I aim to enable students to take material presented in a class, and apply it beyond the broader context of the course syllabus. Teaching in a multidisciplinary era not only invites, but also necessitates ingenuity and leadership in developing academic programs that span across multiple disciplines.
My teaching philosophy extends spans both didactic classroom education and research training, and is based on the acknowledgement that students & researchers are people, and people are diverse. What motivates, inspires, and gratifies one researcher can discourage, frustrate, and confuse another. Moreover, increasingly, students and researchers represent a broad population of cultures, nationalities, languages, and personal backgrounds. Therefore, understanding the research goals and motivations of one’s students is a key first-step in establishing a fruitful student-mentor relationship. My teaching philosophy both in the classroom and in the laboratory is based on a fundamental passion for instruction, and an acknowledgement of my responsibility to students as we address outstanding questions in scientific research.
CBE 154 – Unit Operations
Experiments in physical measurements, fluid mechanics, heat and mass transfer, kinetics, and separation processes. Emphasis on investigation of basic relationships important in engineering. Experimental design, analysis of results, and preparation of engineering reports are stressed.
CBE 141 – Chemical Engineering Thermodynamics
Thermodynamic behavior of pure substances and mixtures. Properties of solutions, phase equilibria. Thermodynamic cycles. Chemical equilibria for homogeneous and heterogeneous systems. Thermodynamic analysis of chemically-reacting systems.