Teaching 

Teaching Philosophy

My teaching philosophy is centered around an interdisciplinary approach, combining rigorous problem-solving in science and engineering with modern teaching methodologies. This includes leveraging active, experiential, and distance learning techniques to foster a dynamic educational environment. Through diverse projects and the integration of digital technologies, such as Generative AI, I aim to enhance student engagement and prepare them for multifaceted challenges. This approach reflects my commitment to evolving educational practices and nurturing well-rounded, skilled professionals.

Courses that I have taught

Mathematical Methods, Models and Modelling, Deterministic and Stochastic Dynamics, College Algebra, Calculus I, II, III, Calculus for Economics, Practice Logic, Intro to Differential Equations, Intro to Probability and Statistics, Mathematical Modeling, Mathematics and Climate (graduate level course), Spatiotemporal Dynamics and Pattern Formation (graduate level course), General Physics (algebra-based physics and calculus-based physics), Thermal and Statistical Physics, Computational Physics (graduate level course), Mathematical Physics, Physical Optics, Theoretical Mechanics, Informatics. 

Education and Outreach

To engage students in more meaningful learning we develop a few educational projects. The product obtained in the projects may be used as an innovative teaching tool. The conclusions about using gamification, infographics and cross-disciplinary content in a classroom make a valuable contribution to mathematics education concepts. 

Projects:

Mathematics and Climate Infographics: Interdisciplinary Collaboration in the Classroom. Infographics are a form of data visualization combining data, information, and statistics. A high-quality infographic presents complex data in an aesthetically pleasing and simplistic format that allows students to understand more rapidly. Research within mathematics and climate science uses many elements of infographics. This work presents a series of electronic posters in an infographic style that explain hot topics in the mathematics of climate.

The Efficiency of Didactic Games in Calculus Classrooms. The purpose of this project was to create different didactic games that could be used in introductory calculus classrooms. Throughout this project, about 15 didactic games were created and implemented to increase participation and student engagement. 

Integrated Physics, Calculus and Engineering. In these projects, a few active learning modules are developed that may be integrated into introductory calculus-based mechanics. The modules would review the calculus that arises during the lectures. The review of calculus would allow undergraduate students to refresh their mathematical and computational skills and observe how to apply them in physics.