Representative Teaching Experience

 

Teaching Load Assigned (Structured Courses) over the last 2 years

(The state mandated Teaching Load Credits is 9 per semester. Structured courses, class size, BS, MS, Ph.D research students and release time negotiated contribute to the teaching load credits)

 

Spring 2015

 

· Chem 1306: 2nd of the Introductory Chemistry Series for Science majors

 

· Chem 1306 Workshops: In charge of approximately 26 workshops (the workshops are led by peer leaders)

 

· Chem 3131 (Two sections) Biochemistry laboratory for Juniors and Seniors

 

 

Fall 2014

 

· Chem 1306: 2nd of the Introductory Chemistry Series for Science majors

 

· Chem 1306 Workshops: In charge of approximately 18 workshops (the workshops are led by peer leaders)

 

· Chem 3131 (two sections)

 

· Chem 6331: Advanced Biochemistry (Course for PhD. Students in Chemistry Department)

 

 

Spring 2014

 

· Chem 1306: 2nd of the Introductory Chemistry Series for Science majors

 

· Chem 1306 Workshops: In charge of approximately 25 workshops (the workshops are led by peer leaders)

 

· Chem 3131 (Two sections): Biochemistry laboratory for Juniors and seniors

 

· Chem 4335: Biophysical Chemistry (Senior Course for BS in Biochem. Majors)

 

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2005-2011 (Tenure-track) Teaching load (as above with the following qualifications)

 

·Fall 05, 1 new course

·Spring 06, 1 new course

·Summer 06, 1 new course and one new lab;

·Spring 07, 3 new course assignments (a newly designed lab, a lecture and a seminar assignment)

·Summer 07, 3 new course assignments (1 new course and a new lab and 1 newly designed course for high school teachers)

·Spring 09, 1 new course

 

 

Developed a new course

 

CHEM 4131 was developed as a new laboratory course for meeting requirements towards a BS degree in Biochemistry

 

Created a new ACS certified Degree Plan for the Department of Chemistry

 

Major architect in the creation of the ACS accredited BS in Biochemistry degree plan (offered by the Department of Chemistry). Created a compelling case for this STEM-specific educational track benefitting the students of UTEP by articulating Need, Student Demand, Enrollment Projections, Resources, and ACS Accreditation as part of the manifest.

© 2018 by Dr. Mahesh Narayan

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