Teaching Philosophy

Over the past seven years as a university lecturer, I have taught various undergraduate courses and supported graduate-level teaching and research. Through these experiences, I have developed a teaching philosophy rooted in three core values: engagement, inclusivity, and relevance. I aim to cultivate students who are thoughtful, confident, and capable scientists and problem-solvers who understand both the theory and practice of geoscience.

Undergraduate Teaching

• Building Conceptual Understanding - At the undergraduate level, I focus heavily on helping students grasp core principles before moving into technical or applied work. I believe that a strong conceptual foundation is essential, not just for academic success, but for long-term professional growth. Students need to understand the broader frameworks that connect the topics they are learning, and I design my teaching to help make those connections clear.

• Learning Environment and Delivery - I work to create a classroom culture that is welcoming, participatory, and intellectually engaging. Clear communication is central: I outline learning outcomes and expectations early on, and I use a mix of teaching tools, visuals, discussions, demonstrations, and hands-on activities, to support a range of learning styles. I also place a strong emphasis on connecting classroom concepts to real-world challenges, encouraging students to think about how what they are learning applies beyond the university setting.

• Assessment, Feedback, and Student Growth - I see assessment as both a measure of learning and a way to support student growth. My courses include a mix of quizzes, reflections, group projects, and presentations that promote critical thinking, individual responsibility, and collaboration. I design assessments to be fair, transparent, and aligned with course goals. I also gather student feedback throughout the term and adjust my teaching as needed. Beyond grades, I create space for exploration. Undergraduate years are a time of discovery, and I encourage students to pursue their interests through research or applied projects. These experiences help them build confidence, clarify goals, and prepare for graduate study or the workforce.

Graduate Teaching and Research Mentorship

• Fostering Independence and Rigor - In working with graduate students, I take a mentorship approach that balances guidance with independence. I encourage students to define their own research questions, develop sound methodologies, and approach their work with a high standard of rigor and integrity. I offer support in designing studies, analyzing data, and communicating results, but I also encourage students to take ownership of their work and develop their unique academic voice.

• Relationship-Based Mentorship - Good mentorship often happens through presence and example rather than formal instruction. I try to build sincere, respectful relationships with my students, offering both academic and personal support. Graduate research can be isolating at times, and having a mentor who is accessible and genuinely invested in a student’s success can make a meaningful difference in their experience and output.

• Professional and Ethical Development - I also see graduate education as a space where students develop not just technical expertise but also professional judgment and ethical awareness. I incorporate case examples and broader discussions into my teaching to explore the societal relevance of scientific work and to help students see the bigger picture of their discipline. I encourage communication, critical thinking, and interdisciplinary collaboration as essential skills for today’s scientific challenges.

 No two classes are ever quite the same, and I approach each teaching opportunity with openness and adaptability. My goal is to support students in becoming capable, thoughtful professionals, equipped with not only knowledge but also the tools to keep learning and leading well after they leave the classroom.