Teaching introductory science courses to science major and non-science majors: Physics 1114, Astronomy 1504, and Physical Science 1014. These courses help students learn the foundations of scientific thinking to solve problems from multiple perspectives. Emphasis is on teaching the three components of scientific investigation of experiment, computation, and theory. This is the foundation of technology that includes computers for modeling and analysis, programming languages, statistical software, and spreadsheets.Wrote Excel VBA program for a computational physics lesson to teach the physics concepts of projectile motion in two dimensions. Students also learn about the concepts of an algorithm that includes input and output variables, conditional execution, and repetition as a "For Loop". This background in applied science and technology prepares students to learn common statistical data science tools such as spreadsheets and programming.

Tutored student-athletes to master mathematics concepts in algebra, trigonometry, and calculus.

Taught arithmetic and pre-algebra to vocational students and biology to nursing students.

Developed a mathematics computer lab to enhance students' mathematics skills in levels from arithmetic through calculus. Collaborated with college faculty, administrators, and students to facilitate student learning in mathematics. Designed and developed sessions individually and in small groups. Wrote pamphlets on specific levels of mathematics. Responsible for mathematics computer lab, implementation, and maintenance of tutorial software. Conducted student lab sessions and taught the use of mathematics software to enhance students' mastery of mathematics. Fully responsible for students' progress learning mathematics software. Tracked and reported on efficacy of students' usage of mathematics software and students' usage of the Math Center. Worked closely with the department head, developed and made recommendations for improvement in the mathematics program. Wrote annual reports (2007 & 2008) for Title V grant of Math Department accomplishments.

Surface-Water Modeler: Project chief of study to update Great Salt Lake water and salt balance model, 1987-1998. Partnered with stakeholders at the Utah Geological Survey. Within Great Salt Lake, a railroad causeway divides the lake into north and south parts in which a head difference between the two parts of the lake causes flow from south to north and a density difference causes dense brine to flow from the north to south part. The surface-water model was written in Fortran and interfaced with a ground-water model written in Fortran to calculate volumetric flow rates through the causeway, water levels and densities on both sides of the lake. Calibrated the multivariate model using 1987-1998 data and incorporated salt loss from the West Desert Pumping project, 1987-1989. Regression analysis was used to calibrate the models. Incorporated refined fill-flow estimates for compaction of fill material over time. Designed and developed C++ model to estimate the salt load in the north and south parts of the lake. Database Administrator: As a contractor for the Department of Defense, managed 60,000 records of analyses of ground-water samples collected during 1987-1999 at Hill Air Force Base, Utah. Data was stored in an INGRES database on a UNIX server, and maintained using SQL. Quarterly data submissions were uploaded by ftp to Hill AFB in Environmental Remediation Program IMS format.Ground-Water Hydrologist: Team leader for writing three annual monitoring reports (1994, 1996, and 1997) to determine the migration of trichloroethylene in ground water at Hill Air Force Base, Utah. Responsible for writing section of a remediation report on water quality, sediment, and geotechnical analysis. Led team to drill three monitoring wells in June 1992. Implemented best practices by taking custody of soil samples and mailing to laboratory for chemical and geotechnical analyses. Assisted in surveying observation wells at this site.

Developed and taught courses in mathematics and physics so students gain the knowledge necessary for a successful technical career. The physics courses were listed in the student handbook for the first time in 1987-1988 and were taught using the Unified Technical Concepts system. Partnered with vocational instructors to develop curricula for technical mathematics and physics courses.