Teaching & advising

strategy

I have a multi-stage plan for teaching geoscience/geophysics courses: 

1. Introducing undergraduate students to the field of geosciences with the entry-level courses

   • At this introductory level, my goal is to introduce students to the fundamental concepts of geosciences. This is required for the students to be able to understand fundamental concepts and be prepared for more advanced courses in geophysics

2. Preparing upper-level undergraduate students for advanced graduate studies and perhaps industry 

   • Upper-level undergraduate courses are designed for the purpose of preparing undergraduate students who seek to continue into graduate-level studies. These courses include group projects that span throughout the semester and require an elaborate group project report at the end of the semester.

3. Training graduate-level students through research-based and advanced courses to prepare them for future academic or professional industry careers. 

   • Graduate level courses require close intellectual interactions with faculty members and should be taught in a manner that students feel there is a mutual benefit for them and the instructor in taking the courses.

Online teaching strategy:

I have learned during the COVID-19 pandemic that in-person classes are not always feasible. Nowadays, the internet can be found in every corner of the world and I plan to produce short videos for the teaching part of my classes and prepare virtual learning classes (video conferences) for more practical training. Open-source packages such as QGIS, Visible Geology, GemPy, and ResIPy can be used for teaching remote sensing and demonstrating geological models in 3D in a virtual environment. Furthermore, I plan to build a complete package that includes both theory and virtual classes together. In this platform, students can virtually take a field trip in an augmented reality environment while learning the theory simultaneously.

Courses taught

Binghamton University 

• GEOL 4/553 (3-credit UG/G Level)
  - Environmental Geophysics

• GEOL 4/516 (3-credit UG/G Level)
  - Hydrogeology

University of Oklahoma

• GPHY 4133 (3-credit UG-Level; 3-week summer field camp)
  - Colorado Field Geophysics

• GPHY 5970 (3-credit UG-Level)
  - Near-Surface Geophysics

• GPHY 5970 (3-credit G-Level)
  - Electrical Environmental Geophysics
  - Near-Surface Geophysics

• GPHY 2013 (3-credit UG-Level)
  - Frontiers in Geophysics

• GEOL 1114 (4-credit UG-Level)
  - Physical Geology for science and engineering majors

Rutgers University

• Planet Earth lab 21:460:104 (1 credit UG-Level)

• Environmental Geology lab 21:460:207 (1 credit UG-Level)

dissertation committee

Binghamton University

• Cailin Stauffer (M.S.)

• Liam Nell (Ph.D.)

• Naomi Hertz (M.S.)

• Kathryn Graham (Ph.D.)

• Yiran Li (Ph.D.)

University of Oklahoma

• Bobby Buist (Ph.D.)

• Vanessa Rios Perez (M.S.)

• John McKnight (M.S.)

• Danial Mansourian (Ph.D.)

• Segun Steven Bodunde (Ph.D.)

• Dani Storms (M.S.)

• Dominic Candela (Ph.D.)

Rutgers University

• Tahereh Moghtaderi (Ph.D.)

• Joshua Thomson (Ph.D.)

• Nuray Oncul (Ph.D.)

• Klaudio Peshtani (Ph.D.)

Mentoring 

Rutgers University

• Garden State - Louis Stokes Alliance for Minority Participation (LSAMP)   2019 – 2020
  Advising students to monitor microbial movements using SIP method. Python programming. Research (2019) has been presented at GS-LSAMP annual conference and AGU

• Research Experience for Undergraduates (REU) 2016 – 2018
  Mentoring two students to conduct geophysical experiments using spectral induced polarization (SIP) method for their Summer research project. 

• Undergraduate Summer Research 2017
  Advising and mentoring two students to monitor microbial calcite precipitation using SIP method. Research has been published and presented at AGU and SAGEEP

• Graduate Visiting Student Research 2016
  Mentoring a graduate student, visiting from Queen's University Belfast, UK, to learn how to work with SIP machine and interpret complex resistivity data