Teaching for Curiosity, Inclusivity, Resilience
I teach across the geoscience curriculum with a commitment to active, inclusive, and field-connected learning that helps students build technical skills, scientific confidence, and a lifelong curiosity about Earth.
As an educator, I aim to help students become curious, critical, and resilient thinkers who can apply scientific reasoning to both academic and everyday problems. My teaching emphasizes active learning, collaboration, and experiential opportunities that connect theory to practice. Whether through analyzing real datasets, debating interpretations, or working together in the field, I want students to experience how knowledge in geoscience is created and tested.
I strive to create a learning environment that balances rigor with support, where students feel both challenged and encouraged. My goal is for students to leave my courses not only with new knowledge and technical skills, but also with the confidence and curiosity to continue asking questions about Earth and its systems.
I teach and am interested in courses across the geoscience curriculum. These include introductory and core topics such as Earth systems, sedimentology/stratigraphy, paleontology, and economic geology, as well as advanced offerings such as isotope geochemistry, paleoclimate, and basin analysis. Looking forward, I envision developing new upper-level courses, including one on Climate and Water Resources, which links Earth’s past hydroclimate change to present-day water availability and future challenges, and another on the Geoscience of the Energy Transition, which examines the balance between economic demand and environmental sustainability.