TEACHING

Teaching Philosophy

I strive to help students cultivate an adaptable skill set based on problem decomposition, a quantitative understanding of foundational theories, and most importantly, intuition about the physical nature of both compressible and incompressible fluids. My teaching philosophy emphasizes the University Design Learning approach to curriculum planning that makes learning engaging and accessible to a wide range of learners with different strengths and needs. I would operationalize this by 1) using fluid flow visuals and flight animations to activate background knowledge and vocabulary, 2) establishing several forms of student assessment and 3) providing multiple means of engagement to fuel student autonomy.

Mentorship in Research-Based Learning

Serving as a formal research mentor to several graduate students during my Ph.D. has prepared me to effectively advise future students. One-on-one meetings took many forms: sometimes students had a lot of work to show, other times they were stuck on a problem and I was called upon to talk through their issues. Before I advise students, I inquire how they think they should proceed. Asking for feedback on how I can better serve advisees has also been proven to be very beneficial, serving the two purposes of 1) improving my approach to mentoring and 2) affirming my students that their voices matter. To me, an impactful mentor is there to assist, not to supervise. However, it is also important to recognize that stepping in is sometimes necessary to ensure student success.

Inclusive and Equitable Learning Environment

From a non-traditional path to graduate school, I stand here today as a testament to 1) my determination to excel amidst numerous socio-economic barriers and 2) the belief of teachers and mentors alike in my potential to positively impact the scientists and engineers of the next generation. As a Black man in higher academia, I understand how feelings of inclusion or lack thereof in spaces where you are the minority can affect your ability to perform. Mentoring underrepresented minority students pursuing STEM fields has allowed me to see how self-doubt rooted in identity can influence how students perceive their deductive reasoning abilities. I therefore remain committed to fostering the “growth mindset” by conveying the idea that intelligence is not a reflection of fixed, natural ability, but can change and grow over time. I plan to accomplish this within the classroom by establishing behavioral norms that nurture a sense of belonging for all students such as respectful interaction etiquette and active listening. Academia is a field where many can succeed, especially when given the opportunity, and it is our job as faculty to promote diversity whenever we can.

Graduate Courses