Scholarly and Professional Achievements
- Outstanding Advisor by Student Affairs – Carroll University - Spring 2019
- Nominated by Chemistry Club executive board and members
- 2015 NSF East Asia & Pacific Summer Institute (EAPSI) Fellow
- Madison Area Police Department Intern – Summer 2010
- Professional Affiliations
- American Chemical Society (ACS)
- Chemical Education Division
- Environmental Chemistry Division
- American Geophysical Union (AGU)
- American Association for the Advancement of Science (AAAS)
- Purdue Climate Change Research Center (PCCRC)
Katzman, T. L. et al. PM2.5 and PM10-2.5 Compositions during Wintertime Episodes of Elevated PM Concentrations across the Midwestern USA. Aerosol Air Qual. Res. 10, 140–U13 (2010).
Rutter, A. P. et al. Climate Sensitivity of Gaseous Elemental Mercury Dry Deposition to Plants: Impacts of Temperature, Light Intensity, and Plant Species. Environ. Sci. Technol. 45, 569–575 (2011).
Rutter, A. P. et al. Dry deposition of gaseous elemental mercury to plants and soils using mercury stable isotopes in a controlled environment. Atmos. Environ. 45, 848–855 (2011).
Li, J., Michalski, G., Davy, P., Harvey, M., Katzman, T., & Wilkins, B. (2018, 4 28). Investigating Source Contributions of Size-Aggregated Aerosols Collected in Southern Ocean and Baring Head, New Zealand Using Sulfur Isotopes. Geophysical Research Letters, 45(8), 3717-3727.
How do you make learning engaging?
In lecture, I work to balance content presentation and engagement. Naturally, content needs to be presented and jargon needs to be defined. Concepts are supported and illustrated using figures and descriptive examples, as necessary. To support these concepts, I work in application and engagement opportunities: practice problems that require mathematical analysis or conceptual reasoning. This active break in lecture allows students to engage with the content for a few minutes before we go through the problem together. This practice often produces more questions in the end and allows me to take a quick peek at how students are working through the problem, which can inspire further clarifications if necessary. This process can be challenging and frustrating for students, but I find those that apply themselves during these activities grasp the material better.
In lab, students engage in critical thinking activities that reinforce concepts and practices described in lecture. In addition, students keep laboratory notebooks to gain familiarity with professional scientific practices. These activities encourage students to think critically about their data, be it observational or numerical. They need to navigate procedural errors and challenges and will gain experience with common laboratory techniques and procedures.