Teaching

My teaching is driven by the conviction that environmental science education must prepare students to address complex sustainability challenges with both scientific rigor and societal awareness. I approach the classroom not as a space for the transfer of information, but as a laboratory for developing the next generation of problem-solvers, researchers, and policy leaders.

Teaching Philosophy

My teaching is grounded in experiential, active, and project-based learning. I organize this approach around three integrated pillars:

1. Conceptual Foundations through Active Learning
   Students build a strong understanding of environmental science, policy, and economics not through lectures alone, but by engaging in case studies, debates, and applied exercises that make abstract concepts concrete.

2. Applied Competence through Experiential and Project-Based Work
   Learning is anchored in projects that require students to use data, modeling, and sustainability assessment tools to solve authentic environmental problems. Each course culminates in applied outputs that mirror professional practice, ensuring students graduate with skills directly relevant to research, policy, and industry.

3. Mentorship and Growth through Independent Inquiry
   I mentor students as they design independent research, present at symposia, and communicate results to wider audiences. This process transforms classroom learning into a platform for professional and intellectual development, preparing students to contribute meaningfully beyond the university.

Courses Taught and Assisted

Montclair State University

• EAES 260: Energy, Environment, and Society
  Students analyzed the interdependence of energy use, environmental impact, and societal choices through project-based assignments focused on local and global sustainability challenges.

• EAES 201: Understanding Weather and Climate
  Designed active-learning modules where students applied atmospheric science concepts to evaluate contemporary climate resilience strategies.

• EAES 107: Earth and Environment
  Engaged students in hands-on exercises and field-based projects to link geoscience concepts to sustainability practices.

• EAES 101: Planet Earth
  Encouraged students to actively connect physical Earth processes to pressing environmental issues through collaborative projects.

• EAES 561: Environmental Law and Policy (assisted)
  Facilitated discussions and case-based exercises on policy frameworks, enabling students to apply legal concepts to current environmental controversies.
  
  

State University of New York College of Environmental Science and Forestry (SUNY-ESF)

• SRE 454: Renewable Energy Finance and Analysis
  Guided students through scenario-building projects where they evaluated investment decisions for renewable energy systems.

• FOR 416: Sustainable Energy Policy
  Engaged students in policy simulations and active debates to critically examine governance approaches for advancing renewable energy.

• Biomass Energy and the Bioeconomy (ENS-641)
  Integrated life cycle modeling exercises into coursework, encouraging students to design sustainability pathways for biomass utilization.

• Ecology and Environmental Science Laboratories
  Designed and graded laboratory projects that developed inquiry-based learning and ecological data analysis skills.

• FOR 207: Introduction to Economics
  Applied active case studies so students could evaluate environmental and resource trade-offs using economic principles.

• FCH 151: General Chemistry
  Reinforced chemistry fundamentals through lab-based problem solving relevant to environmental science.

• EFB 120: The Global Environment and Evolution of Human Society
  Encouraged students to examine the intersection of ecological systems and human development through collaborative projects and critical reflection.
  
  

Mentorship and Student Development

I view mentorship as integral to teaching. I have:

• Guided undergraduate researchers whose work was selected for presentation at the Sigma Xi Symposium (2022, 2023), mentoring them through every stage of the research process.

• Supported graduate peers in building life cycle models and conducting sustainability assessments that became central to their theses.

• Encouraged all students to connect their coursework and independent projects to policy, industry, and community needs, ensuring that learning outcomes extend beyond the classroom.
  
  

Teaching Impact

• Delivered and assisted in over 45 semester credits of environmental science education.

• Experience spans undergraduate and graduate audiences, bridging natural science, economics, and policy.

• Teaching consistently integrates experiential, active, and project-based learning, ensuring students develop both scientific expertise and the capacity to apply knowledge in real-world sustainability contexts.
  
  

My ultimate goal as an educator is to empower students to become independent thinkers and practitioners who can carry forward solutions that matter for the environment and society.