Background
I have taught for 13 semesters in academia as an Instructor and Teaching Assistant for courses at the University of Wisconsin-Milwaukee and the University of Oklahoma. The courses have been online and in-person with students ranging from atmospheric science majors to non-majors of all undergraduate levels. In addition, I have served as a trainer for the Warning Decision Training Division of the National Weather Service and a trainer for undergraduate interns at Innovative Weather.
Principles of Teaching
I strive to develop skills important to meteorologists in the public, private, and academic sectors: the ability to learn independently and to communicate complex scientific information. I minimize lecture time when possible, instead providing ample time to learn-by-doing via student presentations, forecast discussions, and projects chosen by the student. The idea is to let students apply concepts and make mistakes as opposed to presenting facts for memorization. For online courses/training where in-person activities are impossible, I rely on expertise acquired at WDTD/IW to replace traditional lectures with interactive tutorials.
Commitment to Accessibility
Perhaps most importantly, I believe effective and inclusive teaching requires an open-door policy and repeatedly encouraging students to interact via office hours/emails. Though this requires a significant time commitment outside the classroom, student interactions are the most enjoyable aspect of teaching, and it creates an environment where students feel comfortable asking questions and expressing concerns. Furthermore, the interactions help me understand student's characteristics and goals, evaluate student's progress and tailor approaches, and pass along relevant internship opportunities.
Teaching outlook/goals
My teaching perspective has been strongly influenced by outstanding teachers and mentors at the University of Wisconsin-Milwaukee and the University of Oklahoma. As a result of these interactions, I can teach classes in introductory meteorology, thermodynamics, synoptic meteorology, mesoscale meteorology, data analytics, and warning decision-making and forecasting. I hope to create a course focusing on societal impacts of hazardous weather and social elements of risk. Regardless of the course, I believe my experiences in academia-private-public sectors, combined with my commitment to being accessible, has prepared me to be an effective educator and mentor moving forward.
I have taught for 13 semesters in academia as an Instructor and Teaching Assistant for courses at the University of Wisconsin-Milwaukee and the University of Oklahoma. The courses have been online and in-person with students ranging from atmospheric science majors to non-majors of all undergraduate levels. In addition, I have served as a trainer for the Warning Decision Training Division of the National Weather Service and a trainer for undergraduate interns at Innovative Weather.
Principles of Teaching
I strive to develop skills important to meteorologists in the public, private, and academic sectors: the ability to learn independently and to communicate complex scientific information. I minimize lecture time when possible, instead providing ample time to learn-by-doing via student presentations, forecast discussions, and projects chosen by the student. The idea is to let students apply concepts and make mistakes as opposed to presenting facts for memorization. For online courses/training where in-person activities are impossible, I rely on expertise acquired at WDTD/IW to replace traditional lectures with interactive tutorials.
Commitment to Accessibility
Perhaps most importantly, I believe effective and inclusive teaching requires an open-door policy and repeatedly encouraging students to interact via office hours/emails. Though this requires a significant time commitment outside the classroom, student interactions are the most enjoyable aspect of teaching, and it creates an environment where students feel comfortable asking questions and expressing concerns. Furthermore, the interactions help me understand student's characteristics and goals, evaluate student's progress and tailor approaches, and pass along relevant internship opportunities.
Teaching outlook/goals
My teaching perspective has been strongly influenced by outstanding teachers and mentors at the University of Wisconsin-Milwaukee and the University of Oklahoma. As a result of these interactions, I can teach classes in introductory meteorology, thermodynamics, synoptic meteorology, mesoscale meteorology, data analytics, and warning decision-making and forecasting. I hope to create a course focusing on societal impacts of hazardous weather and social elements of risk. Regardless of the course, I believe my experiences in academia-private-public sectors, combined with my commitment to being accessible, has prepared me to be an effective educator and mentor moving forward.