I am a proud Latina woman from Costa Rica, teaching two core science courses in the Meteorology curriculum. My mission is to challenge traditional expectations around how physics and chemistry are taught and learned. Through inclusive, engaging, and innovative approaches, I strive to make science accessible and inspiring for every student, especially those who have historically been underrepresented in STEM.
Pura Vida!
Teaching Philosophy
🌟 Teaching Philosophy
My teaching philosophy is firmly student-centered. I believe that education should go beyond traditional methods of instruction and memorization, aiming instead to create meaningful, engaging, and transformative learning experiences.
While students are expected to meet the core objectives of the science curriculum, my classes are designed to foster a deeper understanding of the material through interdisciplinary learning, critical thinking, and hands-on application. I emphasize the development of essential skills such as scientific reading and writing, oral communication, problem-solving, and scientific programming.
I have developed and currently teach two foundational courses in the Meteorology program:
- METR 2213 – Physical Meteorology I: Thermodynamics
- METR 3513 – Atmospheric Chemistry in Weather and Climate
Through these courses, I aim to empower students to think like scientists, collaborate across disciplines, and apply their knowledge to real-world challenges.
🎓 Teaching Strategies
My teaching approach is grounded in active learning, collaboration, and accessibility. I use a variety of strategies to create an inclusive and engaging classroom environment:
- Problem-Solving Focus
Each lecture begins with a core thermodynamic concept or learning objective, followed by guided practice through multiple physical problems to reinforce understanding. - Diverse Study Materials
I provide study guides that include problems from various textbooks, academic sources, and custom-designed exercises to broaden students’ exposure to different problem-solving approaches. - Collaborative Office Hours
I host interactive office hours where students can work together at the board, encouraging peer-to-peer learning and helping to rebuild social connections disrupted by online learning. - Anonymous Q&A Platform
I created a TopHat discussion board where students can anonymously ask questions about quizzes, homework, and exams. All students benefit from the shared answers, promoting transparency and collective learning. - Equity in Access to Learning Materials
To address the high cost of textbooks—especially in Atmospheric Chemistry—I developed comprehensive PowerPoint presentations to ensure all students have access to essential content, supporting DEIJ (Diversity, Equity, Inclusion, and Justice) principles. - Randomized Group Work
I assign students to random groups for collaborative assignments, fostering teamwork and exposing them to multidisciplinary perspectives. - Research Presentation Practice
I incorporate oral presentations into the curriculum, where students present on research topics in a format that simulates professional conferences such as AMS and AGU. This builds confidence and communication skills in a scientific context.
📘 Courses
METR 2213: Physical Meteorology I
This course introduces students to the fundamental physical processes that govern the atmosphere. Topics include atmospheric composition, radiation and energy concepts, the equation of state, and the zeroth, first, and second laws of thermodynamics. Students also explore the thermodynamics of dry and moist air, thermodynamic diagrams, atmospheric statics, and stability. The course emphasizes conceptual understanding and problem-solving skills essential for meteorological analysis.
METR 3513: Atmospheric Chemistry in Weather and Climate
Have you ever wondered:
- Why are sunsets red and the sky blue?
- If air is mostly nitrogen, oxygen, and argon, why is the ozone layer made of ozone?
- What happens if we breathe ozone?
- Does Saharan dust really travel from Africa to the U.S.?
- How does smoke from Siberian wildfires reach North America?
- Why do temperature inversions matter—and can temperature really increase with height?
- What’s that layer of smoke from your burned dinner, and why does it hurt to breathe?
- Why is climate change so inconsistent—floods in some places, droughts in others?
- Are hurricanes getting stronger or slower?
- Is the greenhouse effect good or bad?
- And why do we now need to check air quality forecasts along with hail and tornado warnings?
This course is designed to answer these questions—and many more. Students will explore the structure and composition of the atmosphere, the chemistry of trace gases, and the interactions between atmospheric chemistry and physics. Topics include aerosol chemistry, chemical transport, and the role of atmospheric processes in weather and climate. The course also emphasizes the real-world implications of atmospheric chemistry for public health, environmental policy, and climate resilience.