Teaching Outline
The goal of my
professorial services is to train and educate specialists, graduate students
and undergraduate students to 1) perform high quality research; 2) find clear theoretical formulations
consistent with physics concepts and engineering practicality; 3) apply
advanced data analysis techniques to evaluate predictive capabilities of the
developed models, and estimate quality and information capacity of data sets.
I have successful
and extensive experience in the education of specialists and professionals, as
well as graduate and undergraduate students. This includes the teaching of
courses in mathematics, physics and engineering, the developing of new courses
for graduate and professional education, and the mentoring, training and
advising of specialists and professionals, and graduate and undergraduate
students.
Teaching Services
2017- . The University of
Western Australia, AUS; Department (School) of Mathematics and Statistics.
2013-2016. Carnegie Mellon University, USA; Mellon College of Science, Carnegie Mellon University – Qatar.
2012-2013. The University of Illinois in Chicago, USA; Department of
Physics.
2006-2009. Illinois Institute of Technology, USA; Department of Applied
Mathematics.
2004-2005. San Francisco State University, USA; School of Engineering.
2000-2001. State University of New York at Stony Brook, USA; Department
of Applied Mathematics.
1997-1998. The University of North Carolina at Chapel Hill, USA; Department
of Mathematics.
1991-1994. Moscow Institute for Physics and Technology, RUS; Department
of General and Applied Physics.
Teaching Services
Professional
education (Fluids, Plasmas, Materials)
Fluid instabilities
and interfacial mixing (2019, 2017, 2015, 2013, 2012, 2011, 2010);
Properties of matter
at extremes (2019, 2017, 2015, 2013, 2012).
Graduate courses
(Mathematics, Science, Engineering)
Modern methods of
theoretical modeling (2022, 2021, 2020, 2019, 2017, 2013, 2012, 2008, 2006);
Advanced Mathematics
- Mathematical Physics (2018);
Modeling of complex
systems (2014);
Functional analysis
(2006);
Probability and
statistics (2005).
Undergraduate courses (Mathematics, Science, Engineering)
Mathematics
Mathematics
foundations (2020, 2019);
Principles of real
analysis (2016, 2015, 2013);
Partial differential
equations (2009);
Ordinary
differential equations (2008, 2007, 2001);
Fourier series and
boundary value problem (2007, 2006);
Matrices and linear
algebra (2009);
Multi-variable and
vector calculus (2020, 2019, 2008, 2007, 1998);
Single-variable
calculus (1997).
Science
Astrophysics (2016,
2015, 2013);
Astronomy laboratory
(2016, 2015, 2013);
Physics: Mechanics, Thermodynamics, Electromagnetism, Optics, Atomic
Physics (1994,1993,1992).
Engineering
Fluid dynamics
(2004).
Advising and Mentoring
Mentoring and
training of specialists (since 2017):
Faculty - 1 Associate Professor, 2 Assistant Professors (the University
of Western Australia).
Researchers - 5 postdoctoral
researchers (the University of Colorado at Boulder, California Institute of Technology,
Stanford University, Northwestern University).
Mentoring and
advising of graduate, master and honor students (since 2016):
Graduate students - 12 PhD students
(the University of Western Australia, Stony Brook University, Stanford University, Carnegie Mellon University).
Master students - 2 MS students (Carnegie
Mellon University).
Honor students - 5 Honor students (the University of Western Australia).
Approaches for Teaching
My current
professorial background includes courses for professional education, courses
for graduate education, and courses undergraduate courses at junior and senior
level in science and mathematics. My basic criteria for effective teaching
include 1) respect for trainees and students; 2) correct evaluation of the
level of trainees and students; 3) delivery of clear and well-founded lectures
and explanations; 4) commitment to challenge trainees and students and stimulate
their creativeness; 5) individual approach whenever possible.
I often offer
trainees and students original problems within the course, and share my
research experience. Due to their diverse backgrounds and learning styles, many
educational aspects have to be personalized in order to achieve good
understanding of the material. My trainees and students are encouraged to
develop their own strategies for solving problems, accept
responsibility for self-directed learning, and apply this experience in their future carriers. My
purpose is to keep the trainees and students interested in the subject studied.
For instance, in order to give the trainees and students bright emotional
images and keep their attention on the subject, I outline connections of a new
topic to other topics, as well as historical aspects. For efficient teaching, I
extensively employ tests, quizzes, homework, and exams. I actively use in my
courses the modern presentational and learning techniques and the web
resources, often communicate with the students to get their feedback, and apply
an individual approach whenever possible. I have the successful experience in
organization of educational processes in the online and face-to-face modes for
small (5-10 students), intermediate (30-50 students) and large classes (300-500
students).
Outline of Recent Educational Services
At the University of
Western Australia (2017-present), I teach my own graduate course on methods of
theoretical modeling for major in mathematics and science, and the graduate
course on mathematical physics for students with science major. The courses are
well attended by the students and receive their high evaluations. I also teach
undergraduate courses in mathematics for classes involving 300-500 students. I
apply both online and face-to-face operational modes, and employ extensive
tests and efficient administering in these courses.
At Carnegie Mellon
University (2013-2016), I taught and developed graduate and undergraduate
courses. For graduate education, I taught my own course on modern methods of
theoretical modeling that integrated powerful method of applied mathematics
with data analysis aspects. The course received high evaluations of graduate
students. For undergraduate education, I developed new courses in mathematics
(real analysis) and science (astrophysics, and astronomy laboratory). To
effectively teach mathematical concepts of real analysis, I provided students
with examples illustrating the need of the epsilon-delta language in the
establishing the opinion-independent results. For the concept-heavy course in
astrophysics, I extensively used web resources to help students better
understand complex processes in nature and to grasp the essence of the
scientific method. The students applied this knowledge in astronomy laboratory
when working with data and observations. My courses attracted each year ~20% of
college undergraduates.
Approaches for Mentoring and Advising
As mentor and
adviser, I see my goal in helping my trainees and students become independent,
knowledgeable and self-motivated professionals. I fully apply my expertise and
experience to explore in depth the fundamentals of the problem, and to identify
perspective research projects. To ensure the project progress, I keep regular
contacts with my trainees and students, and encourage them to develop their own
approaches, obtain reliable results, identify fundamental issues, and discuss
possible applications. I have successful experience in supervising and
mentoring research of specialists and professionals, as well as graduate and
undergraduate students with diverse backgrounds and cultures. Results of these
research projects are published in major journals in science, mathematics and
engineering, as well as in their PhD, MS and BS theses.
Outline of Recent Mentoring and Advising
Services
At the University of
Western Australia (2017-present), I mentor and advise specialists at the levels
of associate and assistant professors, and train graduate students and honor
students. I also train and collaborate with specialists and graduate students
at the University of Colorado at Boulder, Stanford University, Northwestern
University, California Institute of Technology (2020-present). Results of our
research projects are presented at international conferences and are published
in lead journals, and are highly recognized by professional scientific
community.
At Carnegie Mellon
University (2013-2016), the University of Chicago (before 2013), and at
Stanford (before 2006), I mentored and advised postdoctoral associates, graduate
students at the doctoral and master levels as well as undergraduate students.
Results of research project from my group were published in top research
journals and were presented at international conferences.