Introductory Geology
Groundwater Modeling (MODFLOW)
Geographic Information Systems
Elective Geoscience Courses for Non-Majors
Hydrology Field Camp Instructor
|
Teaching and Learning Philosophy
My goal as an educator is to help students acquire the knowledge and skills necessary to understand, investigate, and appreciate the world around us. I approach this goal by creating a positive learning environment for students, developing interactive and engaging lessons, and striving to stay knowledgeable about my field. As an earth scientist, I believe the natural world is fascinating place to live and to learn. I consider experience to be one of the greatest teachers, and many of my most influential teachers brought their experiences to the classroom. I incorporate this philosophy into my teaching style by providing hands-on learning experiences for students while also incorporating my own personal experiences into lesson plans.
For me, learning occurs when a student is able to take knowledge from the classroom and use it to solve a real world problem (i.e. applying Darcy’s Law to calculate hydrologic conductivity from a Darcy Tube) or make a connection with another concept to better understand both (i.e. recognizing conchoidal fracture in both chert and obsidian and how it suggests a shared composition). With a successful learning situation, a student gains the knowledge and experience necessary to better understand the world we live in.
I believe it is important for students in earth science courses to develop the critical thinking skills necessary to interpret the natural world. These include as the ability to consider multiple working hypotheses, the importance of detailed observation, and the necessity of interdisciplinary approaches and collaborations to solve a problem. While especially important for the earth sciences, these skills are valuable for all career paths.
My goal as an educator is to help students acquire the knowledge and skills necessary to understand, investigate, and appreciate the world around us. I approach this goal by creating a positive learning environment for students, developing interactive and engaging lessons, and striving to stay knowledgeable about my field. As an earth scientist, I believe the natural world is fascinating place to live and to learn. I consider experience to be one of the greatest teachers, and many of my most influential teachers brought their experiences to the classroom. I incorporate this philosophy into my teaching style by providing hands-on learning experiences for students while also incorporating my own personal experiences into lesson plans.
For me, learning occurs when a student is able to take knowledge from the classroom and use it to solve a real world problem (i.e. applying Darcy’s Law to calculate hydrologic conductivity from a Darcy Tube) or make a connection with another concept to better understand both (i.e. recognizing conchoidal fracture in both chert and obsidian and how it suggests a shared composition). With a successful learning situation, a student gains the knowledge and experience necessary to better understand the world we live in.
I believe it is important for students in earth science courses to develop the critical thinking skills necessary to interpret the natural world. These include as the ability to consider multiple working hypotheses, the importance of detailed observation, and the necessity of interdisciplinary approaches and collaborations to solve a problem. While especially important for the earth sciences, these skills are valuable for all career paths.
Teaching Style and Classroom Environment
I have experience teaching undergraduate labs in introductory geology, GIS, and hydrology throughout my undergraduate and graduate career. I have also assisted in creating in-class exercises for the graduate level groundwater modeling (MODFLOW) course at Temple University. I strive to bring an enthusiasm for learning, an open environment for inquiry and teachable moments, and personality to a subject. I genuinely enjoy teaching and I have found this helps students of all majors and backgrounds stay interested.
When formulating a teaching plan I endeavor to go above and beyond what is expected. This may involve additional activities such as bringing in a sand tank aquifer simulator and using dye to demonstrate how a contaminant may flow through an aquifer. In the MODFLOW course, I created exercises that let the students test unstructured grid refinement to produce water levels around pumping wells using fewer cells. I often take my students on a tour around campus to see the many rock types which make up the university buildings, namely the local Wissahickon Schist. This exercise helps expand concepts to stress that geology is literally the world around us and has a place in our everyday lives.
Knowledge is cumulative and I incorporate concepts from previous lessons both to reinforce the basics but also to promote cross-topic synthesis, such as showing how calcite’s reaction to acid early on in the semester ties in directly with the appearance of topographic depressions on geologic maps of karst regions. It’s always more rewarding for these discoveries between concepts to come from the students so I prime the introduction of a new idea with open-ended questions (e.g., Why would there be depressions and holes in an area with limestone? Why would the rocks along the Mid-Atlantic Ridge be magnetic?).
I bring my experience as a source water protection hydrologist to the classroom through first-hand stories on the importance of protecting freshwater resources and how we go about doing so. I talk to students about well sampling techniques and how to present water quality issues to the general public. Students enjoy hearing how the material they are learning is used to solve real world problems and that these are actual skills used in the workplace. Sharing stories about working with a range of other disciplines, such as meeting with a city planners, water system engineers, or even speaking to a homeowner about their drinking water quality, gives students the a greater chance to relate to the information and discover its relevance in their own lives.
I have experience teaching undergraduate labs in introductory geology, GIS, and hydrology throughout my undergraduate and graduate career. I have also assisted in creating in-class exercises for the graduate level groundwater modeling (MODFLOW) course at Temple University. I strive to bring an enthusiasm for learning, an open environment for inquiry and teachable moments, and personality to a subject. I genuinely enjoy teaching and I have found this helps students of all majors and backgrounds stay interested.
When formulating a teaching plan I endeavor to go above and beyond what is expected. This may involve additional activities such as bringing in a sand tank aquifer simulator and using dye to demonstrate how a contaminant may flow through an aquifer. In the MODFLOW course, I created exercises that let the students test unstructured grid refinement to produce water levels around pumping wells using fewer cells. I often take my students on a tour around campus to see the many rock types which make up the university buildings, namely the local Wissahickon Schist. This exercise helps expand concepts to stress that geology is literally the world around us and has a place in our everyday lives.
Knowledge is cumulative and I incorporate concepts from previous lessons both to reinforce the basics but also to promote cross-topic synthesis, such as showing how calcite’s reaction to acid early on in the semester ties in directly with the appearance of topographic depressions on geologic maps of karst regions. It’s always more rewarding for these discoveries between concepts to come from the students so I prime the introduction of a new idea with open-ended questions (e.g., Why would there be depressions and holes in an area with limestone? Why would the rocks along the Mid-Atlantic Ridge be magnetic?).
I bring my experience as a source water protection hydrologist to the classroom through first-hand stories on the importance of protecting freshwater resources and how we go about doing so. I talk to students about well sampling techniques and how to present water quality issues to the general public. Students enjoy hearing how the material they are learning is used to solve real world problems and that these are actual skills used in the workplace. Sharing stories about working with a range of other disciplines, such as meeting with a city planners, water system engineers, or even speaking to a homeowner about their drinking water quality, gives students the a greater chance to relate to the information and discover its relevance in their own lives.
Student Mentoring
Outside of the classroom I have been an academic mentor in several respects. I recruited two undergrad research assistants at Temple University, Rachel Crowley and Arnetia Carroll, who became interested in hydrological research after being students in my introductory geology lab. I helped Rachel and Arnetia develop and perform summer projects related to my research in karst spring geochemistry, which they both successfully presented at the College of Science and Technology’s undergraduate research forum. Helping them develop research questions also gave me greater insight into my own research.
I was one of the founders of Temple University’s chapter of the National Earth Science Honor Society (Sigma Gamma Epsilon). One of my roles was to develop professional development opportunities, such as CV and resume building guidance and information sessions on field camp and graduate school application. I regard these experiences as being greatly beneficial to the academic careers of students.
Outside of the classroom I have been an academic mentor in several respects. I recruited two undergrad research assistants at Temple University, Rachel Crowley and Arnetia Carroll, who became interested in hydrological research after being students in my introductory geology lab. I helped Rachel and Arnetia develop and perform summer projects related to my research in karst spring geochemistry, which they both successfully presented at the College of Science and Technology’s undergraduate research forum. Helping them develop research questions also gave me greater insight into my own research.
I was one of the founders of Temple University’s chapter of the National Earth Science Honor Society (Sigma Gamma Epsilon). One of my roles was to develop professional development opportunities, such as CV and resume building guidance and information sessions on field camp and graduate school application. I regard these experiences as being greatly beneficial to the academic careers of students.
Intro geology lab students were given the above two maps modeled after the classroom, with the squares indicating the counter tops and tables, with a spring, stream, and lake added for context. The upper left map shows a series of topographic elevation markers, while the top right map indicates rock samples placed throughout the room and angled to specific strikes and dips using clay. The students then performed "field work" in the classroom, drawing a topographic map and identifying rocks along with their strike and dip to produce a geologic map (bottom, one of my students' maps). Students worked in pairs to perform the field work and answer questions such as the geologic history of the site along with questions regarding topography (relief, slope, stream flow, etc.). This was part of their final exam and provided a good chance to bring many topics together from throughout the semester!