I have directly supervised or am supervising twenty five different students and teachers: two high school students; seven K-12 teachers; nine undergraduate researchers; two master’s students; 5 doctoral students (one of whom also completed a master’s under my supervision) and one Post Doctoral scholar. I have served on twelve thesis committees. 

Five pedagogical goals shape my teaching at both the
undergraduate and graduate level:

• 1) developing problem solving skills;
• 2) developing communication skills;
• 3) exposure to research;
• 4) thinking globally and holistically; and
• 5) engaging students in the learning experience. 

I have taught seventeen classes at USF and I continually try to improve my teaching through attendance at workshops (e.g. 1) American Society of Civil Engineers (ASCE) teaching workshop for civil engineering educators, “Excellence in Civil Engineering Education (ExCEED)”; 2) Center for Sustainable Engineering’s workshop, “Sustainability Engineering Education Workshop”; 3) Association of Environmental Engineering and Science Professors (AEESP) workshop, “Expanding Your Educative Capacity to Integrate Sustainable Development Design Principles”; 4) Center for Sustainable Engineering workshop (CSE), “Sustainability Engineering Education Workshop”; 5) C21TE Institute, “Increments and Transformations:  Using Technology to Enhance Teaching and Learning”), consultations with educational professionals like the C21TE Institute and continual feedback from students.  My research group currently consists of five doctoral students, three undergraduates and a post doctoral scholar.  Six other undergraduates have worked in my lab along with five high school teachers and two high school students and I have graduated two master’s students. 

I see my role as a mentor and advisor who motivates a diverse group of students to pursue higher achievements in education.  Awards and honors that they have received under my guidance include a National Science Foundation graduate fellowship (Melody Nocon was the first student from our department to receive this fellowship), placing first at various USF poster competitions, winning an EPA P3 Phase II award worth $75,000 and a USF SHC Challenge grant worth $5000.  In 2009 I received an Outstanding Faculty award from the USF student chapter of ASCE in recognition for my supervision both in and out of the classroom. 

Fall 2009, USFENV
4001L: Environmental and Hydraulics Laboratory

Spring 2009, USF
ENV4001L: Environmental and Hydraulics Laboratory
ENV6666: Aquatic Chemistry
ENV6933: Sustainable Concepts- Mercury in Guyana

Fall 2008, USF
ENV4001L: Environmental and Hydraulics Laboratory
ENV4001: Introducttion to Environmental Engineering

Spring 2008, USF
ENV 6666: Aquatic Chemistry
ENV4001L: Environmental and Hydraulics Laboratory
ENV6933: Sustainability Concepts: Mercury in the Tampa Bay

Fall 2007, USF
ENV4001L: Environmental and Hydraulics Laboratory

Spring 2007, USF
ENV 6666: Aquatic Chemistry
ENV4001L: Environmental and Hydraulics Laboratory
EGN 3000: Foundations of Engineering

Fall 2006, USF
ENV4001L: Environmental and Hydraulics Laboratory.

EGN3000: Foundations of Engineering

Spring 2005, USF
ENV 6666: Aquatic Chemistry. A graduate level course on equilibrium in aqueous solutions. Emphasis on solving problems that involve: acid-base equilibrium, heterogeneous equilibria, co-ordination chemistry, and redox reactions.

Text Used: Water Chemistry by Mark Benjamin

Fall 2004, Fall 2005 USF
ENV 4001: Environmental Systems Engineering. An introductory course to the Environmental Engineering Field, with as much emphasis on current problems and engineering solutions.

Text Used: Introduction to Environmental Engineering by Gil Masters

Spring 2004, Stanford University; Fall 2004, Nanyang
Technlogical University
CE273A: Water Chemistry Laboratory