Teaching Assistant, Engineering Modeling (EGR 102), F2014
In the Fall of 2014, I entered grad school at MSU and was appointed as a TA for two sections of introduction to engineering modeling (EGR 102). Students learned numerical methods in this class, as well as computational techniques like Excel and MATLAB. My responsibilities included instructing both lab sections, grading coursework, and holding office hours.
Teaching Assistant, Physics 1 (PHY 183), F2016-S2017
In the 2016-2017 school year, I was a TA for the transformed physics 1 (PHY 183) course at MSU. This class was dubbed “p-cubed” (for projects and practices in physics), and it was a completely transformed physics class that utilized a flipped classroom approach with only problem-based, cooperative learning exercises done during class. In p-cubed, there was never any one professor lecturing in front of the class. Instead, it relied on students working in a group to solve problems, either analytically or computationally, while they had the benefit of the instructor or learning assistants near them.
In the 2017-2018 school year, I participated in the Scholarship of Undergraduate Teaching and Learning (SUTL) fellowship through the Lyman Briggs College at MSU. I studied how students learn the concept of diffusion in an introductory physics course, and this project was done under the advisement of Dr. Vashti Sawtelle and Dr. Katie Hinko.
In the 2016-2017 school year, I participated in the Future Academic Scholars in Teaching (FAST) fellowship program through the Graduate School at MSU. In this fellowship, a diverse cohort of graduate students from disciplines including engineering, biology, kinesiology, and fisheries/wildlife met weekly to discuss many topics relating to education. Some of the topics covered include backwards design, inclusive learning environments, professional development, teaching philosophies, literature review, and teaching-as-research.
Additionally, throughout the year, I planned and executed a teaching-as-research project under the supervision of Dr. Ji Ye Janet Lam. This project involved studying how teaching class in the “Hive” (a newly redesigned classroom with advanced technology) with a “bring your own laptop” style impacted students in the Introduction to Engineering Modeling (EGR 102) course. I presented my results from my teaching-as-research project at the FAST symposium on 5/2/17. Check out my poster that I presented at the MSU Teaching Fellows Reception here. The final results for this project are still being collected, and the final report will be posted soon.
Over the course of the 2015-2016 and 2016-2017 school years, I have participated as a fellow in the Graduate Assistance in Areas of National Need (GAANN) program through the U.S. Department of Education. In this program, a diverse set of graduate students from departments of chemistry, physics, and engineering present our disciplinary research to each other at biweekly meetings. We cover literature reviews, methods, accomplishments, and computational approaches that are useful for our research at these meetings. Additionally, faculty from the different departments attend these meetings and provide feedback for viewing these problems through an interdisciplinary perspective.
Furthermore, I participated in a mentored teaching experience through the physics department at MSU. I worked under the supervision of Dr. Paul W. Irving as a TA for the physics 1 (PHY 183) course at MSU. This was a unique class that incorporated many evidence-based teaching practices such as a flipped classroom, cooperative learning, problem-based class sessions, group work, and computational simulations. I learned a lot from this class, and I hope to utilize many of these techniques for future classes that I teach.
Courses, Workshops, and Seminars
- ISE 870: Teaching College Science (Spring 2017)
- EGR 811: Foundations in Engineering Education (Fall 2017)
- Using the 3D Learning Assessment Protocol (October 2016)
- Certification in College Teaching Institute (May 2016)
- CIRTL MOOC: Advancing Learning Through Evidence-Based STEM Teaching (Summer 2016)
In the fall of 2017, I developed an experimental microscope activity for the LB273 (Introductory Physics for the Life Sciences) course. This physical lab was designed to complement a computational activity that modeled the diffusive motion of particles in solution.
In the summer of 2017, I was a member of the curriculum development team for the physics 2 (PHY 184) course at Michigan State University. I designed problems to be implemented in a problem-based, student-centered class environment.