Water Resources Engineering

I was the Teaching Assistant for Water Resources Engineering (WRE) during the winter of 2008 at The Ohio State University. As an advanced course in the Civil Engineering Department, WRE aimed to familiarize students with basic concepts of pipe, open channel, and groundwater flows, as well as hydrology and hydraulic structures. Lectures were hosted by the Professor, while I was in charge of three laboratory experiments and some homework, exam, and lab report grading. Each individual lab took place over the course of a week at multiple time slots to accommodate small groups of students (5-7). Lab handouts were made accessible to the students prior to the lab meeting. During the lab experience students collected data that they later analyzed and presented in lab reports.


Dynamics is a 600-level mandatory course offered the first semester of the junior year in the Mechanical Engineering department at the University of New Hampshire (UNH). There are generally around 80 students in this three-credit-hours course, which aims to familiarize students with Newton’s laws of motion in a variety of different scenarios. The class meets three times a week for a 50-minute lecture and once a week for a 90-minute recitation guided by a graduate teaching assistant (TA). The professor provides students with the mathematical derivations of the physical concepts during lectures, while the TA solves sample problems during recitations. I was the TA for this class during the falls of 2008 and 2009.

As part of UNH's GRAD 965: Classroom Research and Assessment Methods, I performed a case study in which I describe a common deficiency found while TAing Dynamics and potential ways to assess it. I also reflected on some observations of student learning approaches in this Classroom Research Prospectus. For GRAD 961: Cognition, Teaching and Learning, I wrote a proposal on the implementation of a cognitive-based instruction approach to deal with pre-conceptions and writing deficiencies. Lastly, I suggest the incorporation of a significant writing component for Dynamics in this plan developed for GRAD 951: Teaching with Writing.

Time Series Analysis

Time Series Analysis (TSA) is a four-credit graduate-level course co-listed in the Earth Science department and the Ocean Engineering program at the University of New Hampshire. Offered every other spring, TSA aims to familiarize students with different mathematical tools for the analysis of temporal or spatial data series, and it is therefore relevant for students in the physical sciences, earth sciences, biological sciences and economics. Normally, the class meets three times a week for a 50-minute lecture where mathematical formulations are derived, and once a week for a "laboratory" session where homeworks are discussed and programming help is provided. I was a teaching assistant (TA) for this course in 2011, when the enrollment was twenty-three students.

In this synthesis I describe the lessons learned as a TA for this course while enrolled in UNH's GRAD: College Teaching Mentorship.

Costal Engineering and Processes

I co-taught Coastal Engineering and Processes with my advisor Diane Foster during the Fall of 2011. At UNH this course is co-listed in Civil, Mechanical, and Ocean Engineering at the 700 and 800 levels, and it is geared toward Seniors and Graduate students. The course aims to familiarize students with the principles of small amplitude wave theory and coastal sediment processes. By the end of the course, students should be able to apply these principles to nearshore environments and design a beach nourishment project.

Selected course materials:

For GRAD 965: Classroom Research and Assessment Methods, I briefly summarized the teaching and learning methods we employed during the course, and designed a Classroom Assessment Project to evaluate knowledge transfer across domains using the concept of conservation of mass.