Alexander Navarre

Alexander Navarre

Scientifically Rigorous Data Scientist & Astrophysics PhD

Teaching

Introductory Mechanics: Lecture

Undergraduate Course, University of Cincinnati, Physics Department, 2018

From August 2018 to January 2020, I was a teaching assistant for multiple introductory physics lectures on mechanics. The course was set up so that 2-3x per lecture, the students would solve a short problem related to what they just learned. This was done either in small groups or alone, and asking the TAs for help (me) was encouraged. I would answer 10-20 student questions on average per lecture, guiding the students towards the correct answer without outright telling them. Additionally, I observed students during tests/quizzes to ensure the absence of cheating. I also graded many of the test/quizzes and assignments. On occasion, at the teaching professor’s request, I would lead the lecture in their place.

Introductory Mechanics: Lab

Undergraduate Course, University of Cincinnati, Physics Department, 2018

From August 2018 to January 2020, I was a teaching assistant for multiple introductory physics courses. As part of these courses, students would also have to attend weekly laboratory sessions in groups of ~20, led by a TA (me). I would present a physical experiment setup that showcased a principle recently covered in the associated lecture. I would guide the students through the lab worksheets, teaching them proper measuring and recording practices. I also ensured that the students understood the connection between the week’s activity and what was taught in lecture. Three to four times per semester, the lab would require a graded writeup. In addition to teaching the labs, I would teach proper formatting techniques, data visualization techniques, and basic scientific writing. Once graded, I would also provide class-wide feedback.

Introductory Mechanics: Discussion

Undergraduate Course, University of Cincinnati, Physics Department, 2018

From August 2018 to January 2020, I was a teaching assistant for multiple introductory physics courses. As part of these courses, students would also have to attend weekly “Discussion Sections” in groups of 20-30, led by a TA (me). I would present the students with problems related to the most recent lecture, and task them to finding the answer in small groups. I would monitor the students and provide help when stuck. Additionally, I would try and build a professional relationship with the students to raise their engagement level with the course. From my own experience, discussion sections with personable and friendly TAs motivated me to remain engaged.