In any fluid dynamics course, students begin by learning the conservation equations. Often, there is a struggle to immediately connect the meaning behind the mathematics to the physics that they ultimately simulate in their models or observe in experiments and in the field. My teaching closes this gap by providing familiar, physical insights before the mathematics have been introduced. 

Making mistakes in the classroom is also part of the learning process; my teaching ensures my classroom is a space where mistakes are welcome and encourages working through the process aloud. This teaching approach draws from evidence of successful learning outcomes using active learning practices.

This Fall, I am co-developing and delivering lectures on waves for the graduate Introduction to Physical Oceanography course at GSO. This unit covers surface waves, internal waves, and waves shaped due to Earth’s rotation; I plan to unify the three through the idea that they are mathematically similar and differ only in their restoring force.

At Penn, I led 30-person weekly recitations for three core undergraduate courses in mechanical engineering: Introduction to Fluid Mechanics, Introduction the Thermodynamics, and Heat and Mass Transfer. My recitations were built around engaging students in the problem-solving process. I encouraged students to direct me through the examples and explain their reasoning as they went. 

My students voted me a finalist for the department’s Outstanding Teaching Assistant Award. 

One student wrote in an anonymous evaluation:

“Having had Justin as a TA for [thermodynamics] and now heat transfer, he is definitely one of the best TAs I have had in [the department]. He always is really prepared for recitation and can even teach us concepts that we had not covered in lecture yet. His explanations are clear and concise and his board work/PDF uploads are super clear and easy to read”. 

My advising experience ranges from undergraduates to Ph.D. students, and in all cases, my goal for each student is to advance from following my instruction, to directing their own work. 

With my advisor, Dr. Kathleen Donohue, I mentored a research-based Master’s student. Meeting weekly to discuss their code and identify bugs. As they progressed, our meetings evolved to be more centered on their work. They successfully defended their M.S. thesis and have since moved on to the Ph.D. program, where I continue to mentor them, and are in the process of drafting a manuscript to be submitted for peer review.

I also currently advise an undergraduate conducting an independent research study with Dr. Donohue. I designed their project so they can experience the process of an oceanography research study, from framing the research question, using large datasets, and identifying which variability to focus on. 

I come from a historically underrepresented background in STEM and have spent almost a decade in student leadership roles for the Society of Hispanic Professional Engineers (SHPE), including chapter president and, at Penn, graduate liaison. 

My experiences have helped shape my classroom practices, as I understand many students, especially those from underrepresented backgrounds, struggle to ask for help. My goal is to ensure my students understand that my office hours are a place for problem solving, and not simply a solution for students falling behind. This reduces the stigma of attending, and encourages active participation in their learning. Further, I openly speak to my students about my own past learning struggles, as it normalizes the challenges which are encountered in the learning process.