Teaching

My teaching centers learning through active engagement, clear standards, and a structured cycle of feedback and revision that is grounded in a growth mindset.

Courses Taught

Chemical Engineering Thermodynamics I, C&PE 221

Chemical Engineering Thermodynamics, C&PE 721

Teaching Innovation

I have been interested in alternative grading since reading Grading for Equity during my PhD, where I saw how traditional grading practices can disproportionately penalize underserved students. Alternative grading reframes assessment around four key pillars (Grading for Growth): 

  1. Clearly defined standards
  2. Helpful feedback
  3. Grades indicate progress
  4. Reassessment without penalty

I began incorporating these ideas within a traditional system by offering exam reassessments—new exams covering the same content at the same level of rigor that replace earlier scores—allowing students to demonstrate growth and mastery over time.

I have now fully implemented standards-based grading (SBG), a type of alternative grading, in both of my thermodynamics classes. Here is how I approach the course design for undergraduate thermo:

  1. Write learning objectives
    1. I use AI to analyze my course materials and develop my learning objectives, using Bloom's Taxonomy
    2. I have 15 content learning objectives (a good target is ~1 / week, fewer is better!)
    3. I also have 2 learning objectives that addressed practice, preparation, and participation
  2. Set the rating scale
    1. I use "Achieved" and "Not Yet"
  3. How to demonstrate mastery
    1. LO1–LO11 - receive "Achieved" on 2 assessment questions, 4 total attempts
    2. LO12–LO15 - receive "Achieved" on 1 assessment question, 2 total attempts (these come later in the course, so there isn't enough time for more attempts)
    3. LO16 - receive at least 85% of homework and lecture attendance points
    4. LO17 - receive at least 85% of discussion points
  4. Roll up the final grade
    1. How many learning objectives LO1–LO15 you master determines if you get an A (14–15), B (12–13), C (11), D (10), or F (≤ 9)
    2. Doing LO16 and LO17 determines the +/- grade (A, B+, C+ if you achieve both, A-, B, C if you do not)

I created this Standard Operating Procedure (SOP) on how to do standards-based grading in Canvas, with the option to grade with Speedgrader in Canvas or Gradescope. v1 - 6/16/2026

This is a short version of my syllabus for undergraduate thermodynamics that focuses on the standards-based grading aspects.

This is an Excel grade tracker that I share with my students in undergraduate thermodynamics.

This is an example of the Excel gradebook I use for my undergraduate thermodynamics course.