As a current GAANN fellow at UNC Charlotte, I have been tasked with tracking my experience in academic course planning, mentorship and teaching experience. On this web page you will find an archive and synopsis for each attended workshop, teaching experience milestones, professional development and my teaching experiment plan which will eventually be converted in to my teaching philosophy.

Teaching Experiment Plan

Fall 2020


  • Complete Teaching Seminar course x 2 (ITCS 8665)
  • Support teaching mentor in IT Infrastructure (3246 Course) [Support includes guest lecturing and preparing course material]
  • Attend at least one Learning Center Seminar/Workshop
  • Submit at least one paper to a conference

Spring 2020


  • Complete Teaching Seminar course x 1 (ITCS 8665)
  • Gain more experience preparing class materials
  • Support teaching mentor in IT Infrastructure (3246 Course)
  • Attend at least one Learning Center Seminar/Workshop

Workshops #KeepTeaching: Achieving the Essentials for Assessing Student Learning (4/8/2020) #KeepTeaching: Mapping Student Workload for Online Activities and Assessments (4/9/2020)

Teaching Experiment Report - Spring 2020

During my spring 2020 semester, I achieved all of my documented goals. These goals includes: Completing the teaching seminar course, preparing class materials, supporting my teaching mentor and attending at least one learning center workshop. The purpose of these goals where to ensure that I balanced my research efforts with complementary teaching experience. In this report, I summarize and highlight my takeaways from this semester.

The week of April 8th, I attended two teaching workshops that were focused on online delivery. The first workshop, “Achieving the Essentials for Assessing Student Learning”, focused on student assessment adapting course assessment when transitioning from the traditional to online format. This workshop presented a methodology to help adapt classes based on the general course goals. The instructor provided three questions for adapting courses to better help students demonstrate their learning:

  • What are you learning outcomes?
  • What goals have an have not been assessed?
  • Which goals are the most essential? These questions are essential in helping navigating unforeseeable and unmanageable change like the Covid-19 pandemic.

The second workshop focused on mapping student workloads in online activities. This workshop broke down course elements to help attendees understand how to structure and outline a course workload around a tool. In the demonstration of the tool, we can see how a Professor can better map course elements to a sample daily work map that groups activities into time blocks and helps guide the format of learning objectives and assessment.

The Teaching Seminar Course helped me gain experience preparing class materials as well as provided useful strategies to approaching a classroom environment. The Teaching Seminar also complemented my experience supporting my teaching mentor, Professor Moyer, for his IT Infrastructure course. To adequately support my teaching mentor as a TA; I held office hours once a week, graded assignments, and helped students during the lecture time.

This semester provided me with teaching and mentoring experience in and out of the classroom. I learned first-hand that teaching doesn’t stop at the classroom and truly extends throughout the week and outside of business hours. For example, when I was up late working on assignments, I seldomly found myself getting messaged by students on discord asking for assistance. From this experience, I learned that it is helpful to set a work time table for myself that guides when I do and do not make time to help students.

Fall 2019


  • Complete personal website and teaching portfolio
  • Finish Master’s thesis
  • Attend at least one Learning Center Seminar/Workshop

Workshops Poll Everywhere Teaching Seminar (11/13/2019)

Teaching Experiment Report - Fall 2019

Fall 2019 was the first semester that I began as a PhD candidate and GAANN fellow at UNC Charlotte. For this semester, I generated three goals: to create my personal website and teaching portfolio, to finish my master’s thesis, and to attend at least one learning center seminar. These goals were created to help me establish a good foundation to build upon in future academic semesters.

The first and easiest to complete milestone was my website. I entered the program already having a website and figured that this would be the best place to start. By using Jekyll, I updated my website to include a home page, teaching portfolio page, and public release page This structure can be seen in my current site.

The next task goal that I met was attending the Poll Everywhere teaching seminar. The poll everywhere seminar that I attended providing some guidance for how to utilize poll everywhere, an online quiz platform to aid active learning. In the seminar we learned about strategies to create and use poll’s for multiple classes, how to embed them into a diverse offerings of presentation formats, and how to retrieve and export poll results into canvas.

The last goal that I had to meet, was met December 6. This milestone was the most tedious and the most strenuous to complete. I submitted my master’s thesis titled, “An Approach Towards an Autonomic Computing Prototype Reference Architecture”. In the paper, I outline the prototype that I seek to create in my future work and the design strategies that I will focus on.

Each of these goals are integral for complete my PhD. This fall 2019 semester, I learned the importance of a PhD and how their work intersects with the world in ITCS 8110. The poll everywhere seminar equipped me with the tools I need to lead a classroom. The website is a landing page for my research, portfolio and research interests. Each of these goals represent components I strive to develop as I develop my teaching philosophy and resume in the coming semester.