My teaching involves hands-on demonstration of environmental changes in the wake of climatic anomalies in the Anthropocene, while prompting students to engage in liberal discourse to understand challenges vis-à-vis opportunities. I always try to urge my students to view environmental phenomena from a decision-maker’s perspective, while at the same time, helping them ‘experience’ the same from a local residents’ point of view- understanding and appreciating demands, aspirations and expectations at grass root level, while evaluating existing policies and regulations to devise contextual solutions.

To that end, my courses aim to push my students to combine critical with creative thinking, so as to envision environmental issues as constantly evolving phenomena, distributed across a space-time continuum, at the intersect of stem sciences, social-cultural studies, economics, political science and various other fields of humanities. I encourage my students to adopt a systems’ thinking approach to assess merits and demerits of existing policy interventions and how to adapt with changing circumstantial needs.

Besides foundational environmental studies, I teach courses on water, climate change, air quality, statistics and Geographic Information System (GIS). The latter is a rapidly evolving technology that has wide applications ranging from environment studies to epidemiological research, natural resources management, social studies, policy-making, to business analytics, to urban and regional planning (transportation and utilities’ network analysis), to crime mapping and law enforcement, to name a few. In recent years, use of GIS has even be extended to fields of Artificial Intelligence (AI). A key idea of all my courses is to help students to develop more ‘soft skills’ that are valued in industry, as well as at their next level of higher education.