Teaching

To be an academic is to teach others to learn. Pedagogies vary, context vary, we vary our.  Since 2017 teaching has accounted for as much as 67% of my job responsibility to as low as 25%. When looking across all Fall/Spring semesters since starting at the University of Wyoming my average effective teaching load has accounted for 48% of my job responsibility.

What follows is evidence that demonstrates my effectiveness in teaching at the undergraduate and graduate levels, specifically in the areas of teaching courses along with the recruitment and guidance of graduate students.

Since Spring of 2017 I have taught 22 traditional courses and served as the instructor for an additional eight (8) internship courses having reached over 700 undergraduate and graduate students. My average teaching evaluation scores [Scale of 1(High)-5(Low)] remain consistent with an average of command of subject of 1.33 +/- 0.58 and availability at 1.42 +/- 0.66.

Data across all semesters and courses is available below, while evaluations for each course are also uploaded in the full packet documents.

Teaching a wide range of students at both the undergraduate and graduate levels is one of my favorite parts of my position. While I am always looking to challenge my students, I am constantly challenging myself to become more effective by listening, reflecting, and modifying how I approach new topics and students. Having spent two years co-teaching as the engineering expert in lower socio-economic high schools in the Midwest, I actively transfer specific pedagogical techniques related to creating a student-centric classroom. These strategies force students to move beyond the lower-levels of the cognitive domain defined in blooms taxonomy. Specifically, I create projects and exercises to move students beyond knowledge and comprehension towards applications, analysis, synthesis and evaluation.
I have been fortunate enough to have current and former faculty members attend my courses and offer their peer evaluations throughout the past two years. In Fall 2018, an Associate Professor of Computer Science, Dr. Amy Banic conducted a formal peer-evaluation of a lesson in my mixed undergraduate-graduate course on cybersecurity. Her feedback, in conjunction with that of other observers and students, enabled me to continuously improve my teaching.  Additionally, a Professor Emeritus of Finance, has attended and participated in COSC 2030 (Computer Science II: Data Structures), COSC 4010/5010 (Rock the Blockchain Vote) and COSC 4765 (Computer Security) in their entirety - this outside perspective has assisted me in ensuring that my instruction is accessible and relevant to all of my students.

Finally I have also continued my own personal growth as an educator by seeking out, applying, and participating in competitively selective external professional developments such as the ASEE National Effective-Teaching Institute (NETI).

[Connect back to Service / ASEE/ASTE ]

Beyond the teaching that expected in my job description I strive to promote, enable, and ultimately provide authentic research experiences for any student - regardless of prior knowledge or experience. My teaching responsibilities also includes the continued development and recruitment of graduate students in the Secure Systems Collaborative and for the department as whole. The number of students currently working on an active CEDAR or WABL-backed research projects now approaches the mid-20s - ranging from first-year first-semester undergraduates to PhD students.

[UPDATE #s]

As of Fall 2020, I currently advise five PhD students, one MS student, and an additional 12 undergraduates, while also serving as the co-advisor to an additional two PhD Students, two MS students, and serving on an additional three graduate committees. Finally, I have successfully led three MS students to successful defense and completion of their graduate degrees.  Two of my PhD  students are  on  track to  defend their dissertations in the next academic  year -  and four have published  at least five peer-reviewed articles in quality venues.

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In addition to improving my own teaching, my passion for teaching has led to conduct and publish collaborative research with faculty from the Colleges of Education and Arts & Sciences, in the area of CS and Cybersecurity Education. While CS Education is not the primary focus of my research agenda, it does provide me additional opportunity to reflect, grow, and lead as an educator and researcher.