Philosophy
I have chosen to do research in marine biogeochemistry because I find the biological response to chemical and physical surrounding to be fascinating. I am further motivated by relevance of the carbon cycle research I do to past, current and future changes in our climate. As a teacher, I strive to share with my students the excitement that I feel in breaking down the complex interactions between biological, physical and chemical systems. On a larger scale, my goal is to offer my students a set of analytical tools to break complex interactions in any field whether social, economic or scientific.
As a high school chemistry teacher in a school where many of the students had learning disabilities, I learned the value of presenting material in a way that exploits a variety of learning processes. Most importantly, I have focused on experiential learning which emphasizes “learning by doing”. In a recent data analysis course that I taught at Barnard College this involved use of the internet where students could down load real data and apply specific data analysis techniques. Through links to pictures, models and other websites the student was also able to learn about the site and methodology used to collected the data as well as the theoretical background needed to understand the relevance of the data set. By combining each data analysis technique with specific a scientific problem the student could use the data analysis technique to evaluate for themselves whether the theoretical background that I provided applied to that data set. Each unit was concluded with a lab report which demonstrated the students’ understanding of environmental science problem, its relevance and the statistical analysis technique used.
Experiential education also offers the opportunity for students to debate not only the scientific merit of conceptual paradigms in the context of conflicting data but also the social and economic relevance of the finding. I encourage critical approach to learning through both verbal and written debate and class discussion. It is here that I draw on my extensive experience in the field both as an oceanographer and as Peace Corps Volunteer to inspire debate and to put the concepts that I am teaching into a scientific, social and economic context.
I am confident that I have the background and experience to teach courses in basic statistical analysis, time series analysis, aquatic chemistry, chemical oceanography, biological oceanography, climate change and carbon cycle science at both the undergraduate and graduate level. In addition to courses I have taught in high school chemistry and undergraduate Environmental Data Analysis, I have participating in the teaching of graduate-level classes in chemical oceanography, biological oceanography, tracer oceanography and environmental science for policy makers. As a teaching assistant, I was involved running help sections as well as lecturing and grading.