I have been a project mentor for REU and the Latino Initiative programs working with both undergrad and graduate students. This involves a high level of teaching scientific principles to students in a relatively short amount of time, for quick turn-a-round for results. ​Additionally, I have worked with undergraduate students during my PhD research throughout the calendar year.

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• In 2013 - 2015, I worked with Eliot Kersgaard to calculate the vacuum ultraviolet optical constants  of atomic layer deposition coated mirrors for future space telescopes.

• In 2015 - 2017, I worked with Christian Carter to perform vacuum ultraviolet reflectance measurements of atomic layer deposition coated mirrors for future space telescopes, in a chamber that we refurbished. 

• In 2016, I worked with Caroline Leaman analyzing the first solar soft X-ray spectra from the MinXSS-1 CubeSat. 

• In 2016 - 2017, I worked with Liam O'Connor and Nicholas Renninger to modify a chamber for vacuum ultraviolet reflectance measurements.

• In 2018 until the present, I work with Crisel Suarez-Bustamente performing soft X-ray iso-thermal and bi-thermal spectral fits of solar flares observed by the MinXSS-1 CubeSat.

• In 2018, I worked with Sierra Garza connecting Hinode XRT integrated soft X-ray images and MinXSS-1 spectral soft X-ray measurements to SDO HMI total magnetic flux measurements of the solar photosphere.

• In 2019, I worked with Carson Geottlicher to reconstruct solar flare soft X-ray spectral time profiles during MinXSS-1 eclipse times.

Students investigated image formation in different contexts. First, they explored images from pinhole cameras. Second, they observed the benefits of using a single optic to focus light. Finally, they analyzed the image properties from multiple optics and applications as a telescope. Learners deciphered the benefits and limitations of the three imaging setups and define characteristics of an 'acceptable' image. 

Students collaboratively designed hypothetical instruments (subsystems) for analyzing the Sun. Different investigation pathways were provided based on Solar phenomena to build instruments to optimally obtain data on these phenomena utilizing the Nyquist Sampling Theorem. These "subsystems" were to function cohesively to obtain information to investigate the original Solar phenomena. Thus, our learners engaged in stating a Science Objective (Solar phenomena to study) to set Science Requirements (what type of measurement is necessary?), designated Performance Requirements (what must the instrument do?), created a Design, and established Specifications/Tolerances (how well must the instrument perform). Our students evaluated their "subsystem" and iterated to modify their designs.

Students majoring in physics and/or astronomy at a range of undergraduate educational levels were asked to use models to explain experimental results. Students worked to understand and articulate the limitations of a model, and decipher when other models are needed. In “Shining Light on the Sun”, students investigate solar phenomena with lab equipment and actual satellite data. They learn about selectively applying theoretical models of radiation processes (specifically black body, emission, absorption lines) to the solar spectrum in order to infer physical properties of the sun, and generate explanations of observed phenomena.

In this lab for astronomy majors I taught concepts of solar system astronomy involving interactive setups for optics, spectral analysis, extrasolar-planet detection methods and weekly solar observations. 

In this lab for non-astronomy majors I taught the basics of photometric variability, measurement techniques and image analysis algorithms. 

I taught students with biology related majors the fundamentals of Calculus I and analytical problem solving philosophies.