I am a UCLA-trained chemist. I earned my Associate of Science in Chemistry, Physics, and Astrophysics from Moorpark College in 2010, a Bachelor of Science in Chemistry with a Physical Chemistry concentration from UCLA in 2012, and my Master's (2017) and PhD (2019) in Atmospheric and Oceanic Sciences from UCLA. My coursework gave me a strong working foundation in general and physical chemistry, calculus-based physics, environmental science, and atmospheric chemistry.
My teaching experience...
I am a UCLA-trained chemist. I earned my Associate of Science in Chemistry, Physics, and Astrophysics from Moorpark College in 2010, a Bachelor of Science in Chemistry with a Physical Chemistry concentration from UCLA in 2012, and my Master's (2017) and PhD (2019) in Atmospheric and Oceanic Sciences from UCLA. My coursework gave me a strong working foundation in general and physical chemistry, calculus-based physics, environmental science, and atmospheric chemistry.
My teaching experience began as an undergraduate physics tutor at Moorpark College (2009–2010), working one-on-one and in small groups with first- and second-year students in calculus-based mechanics, waves, and optics. As a UCLA graduate student I was a Teaching Assistant across five quarters (2015–2017), leading discussion sections and grading for Introduction to Climate Change, Introduction to Air Pollution, Air and Water Pollution, and Chemical Oceanography. From 2020 to 2025 I was Instructor of Record for UCLA AOSCI 2 (Introduction to Air Pollution) across five summer terms, where I wrote and delivered lectures, designed and graded exams, and coordinated discussions for classes of forty to seventy undergraduates. I received the Neiburger Memorial Award for Teaching from UCLA in 2016.
Alongside classroom teaching, I have mentored four graduate students and nine undergraduates in research at UCLA and CSUN since 2015, working closely on quantitative problem solving, experimental design, and the conceptual chemistry behind their work. My approach is to meet each student where they are, build conceptual scaffolding before introducing formal notation, and pair worked examples with student-led derivation to develop genuine fluency. I have taught students ranging from K-12 outreach audiences through undergraduates and early graduate students, mostly at the college level in chemistry and physics. I am comfortable teaching one-on-one, in small groups, and in classroom settings, online or in person, in English or Spanish.
