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Dr. Suresh C Joshi

Assistant Professor, Assistant Dean of Academic Affairs

B.Sc. (Kumaun University);
M.Sc. Physics (Kumaun University);
B.Ed. Teaching of Science & Mathematics (Jamia Millia Islamia University);
M.Tech Education Technology (NIIT University);
Ph.D. Developmental Psychology (Texas A&M University)

Research Interests

Social-emotional arousal and sleep quality; Effective human functioning and psychological well-being; Social-emotional learning and real-life experiences; Cell phone mediated communication and emotional stimuli; Technology and adolescent cognitive development; and Organizational behavior and leadership in crisis.


Suresh was born in Almora and raised in different cities of the state of Uttarakhand, one of the most beautiful places in India. He comes from a diverse educational background that includes master’s degrees in physics and education technology. He has 22 years of experience in teaching and research from different areas. He was engaged in developing low-cost teaching-learning pedagogical tools based on traditional games such as Gulli-Danda, marbles, slingshot, which led him to the prestigious Fulbright scholarship in 2012, where he developed a monograph named “Game-Based Teaching Model.”

In addition to teaching and research, Suresh has used his time to create professional development (PD) programs in teacher education, experiential learning, and pedagogical practices. These PD programs included hands-on workshops, classroom training, capacity-building seminars, web-based teaching, and technology integration leadership initiatives. He has served as a resource person for various NCERT/CBSE-led PD programs based on Continuous and Comprehensive Evaluation (CCE) in Delhi and National Capital Regions. In addition, he served as Head Examiner for CBSE for almost 6 years. These experiences helped him understand the gaps between teacher-training programs and real classroom challenges in India.

Suresh has received several research grants and academic awards including the Distinguished Award for Excellence in Teaching 2020 (Texas A&M University), the U. S. Department of State Alumni Grant (2013, 2015, and 2016), Emerging Scholar Research Award 2015 (Educational Psychology), and Graduate Research Grant 2019 (College of Education and Human Development. He has also received a letter of recognition for outstanding results in the Senior School Certificate Examination 2014 from the Minister of Human Resource Development, Government of India. In addition, he received the 4th Indira Gandhi Teachers Award in 2008 from the Member of Parliament (Mr. Sandeep Dixit), Government of India. Suresh was featured in news in 2017 (Transform Lives Texas A&M), 2013 (Valley Journal, Montana), and 2012 (Springbrook Blueprint, Maryland) for his research and teaching.

Research Experience

Dr. Joshi’s research focuses primarily on digital social-emotional learning, with a particular emphasis on understanding the impact of cell phone use (CPU) on the cognitive, emotional, and psychological well-being (PWB) of young adults. Better understanding CPU helps youth – particularly from the digital generation – to develop self-awareness, self-management, and self-regulation. Dr. Joshi’s research also focuses on understanding the role of cell phone mediated communication (CPMC) as an emotional stimulus in social interaction. A better understanding of CPMC helps in developing responsible decision-making skills necessary for social awareness in the digital age. The broader goal of my research is to ensure that all students – particularly those from historically marginalized backgrounds – have a better understanding of the use of cell phones and cell phone mediated communication (CPMC) for enhanced social-emotional learning. 

Dr. Joshi’s dissertation aimed at investigating the correlation between cell phone use (CPU), sleep quality, academic performance, and psychological well-being (PWB) of young adults, which resulted in three journal publications. The first paper, “Nighttime cell phone use and sleep quality in young adults” examined CPU as an independent variable as well as in terms of CPU before bed and CPU arousal. The second paper, “Young adult cell phone switching, self-regulated learning, and academic performance,” examined cell phone multitasking and task-switching, and the use of cell phones for self-regulated learning behaviors. The third paper, “Cell phone social media use, positive human functioning, and psychological well-being,” investigated a direct correlation between CPU and PWB. Dr. Joshi’s future research focuses on investigating the ways CPU/cell phone mediated communication contributes to the social-emotional learning of young adults.

Apart from the dissertation, Dr. Joshi has worked on three projects during his graduate program at Texas A&M University. The first study, which was published in the proceedings of the International Conference on Cognitive Informatics and Soft Computing in 2017, investigated the impact of tech-based professional development interventions on teachers’ technological pedagogical content knowledge self-efficacy. The second study, which was published by the IEEE Xplore Digital Library, examined the issues pertaining to internet use and cognitive development in adolescents. The outcomes of this study were presented at the International Conference on Computational Systems and Information Technology for Sustainable Solutions in 2018. The third study, which was recently published by the New Prairie Press, analyzed technology use and integration in adult education and literacy classrooms. The findings of this study were demonstrated at the Adult Education Research Conference in 2019.

Dr. Joshi’s pre-Ph.D. research focused on three key areas: Game-Based Teaching and Inquiry, Process Driven Practices in Schools, and Technology Integration in the Classroom. The Game-Based Teaching study from his Fulbright grant, published in Physics Education, examined the effectiveness of traditional game tools in science teaching. This study found that using traditional games as demonstration tools help students understand the concepts better and increase overall academic performance. Dr. Joshi has co-authored a study regarding Process Driven Practices in Schools, which was published in the proceedings of the International Conference on Education for Achieving Millennium Development Goals in 2013. This study examined the role of school-based projects and exchange programs in the understanding of the dimensions of the millennium development goals. He has also co-authored two unpublished studies in Technology Integration in the Classroom. The first study, which was presented at the 2nd Annual Convention of the Indian Association of Physics Teachers on the Use of ICT in Physics Teaching, examined the use of an app as a reinforcement and assessment tool. The second study from this area examined technology integration and teacher effectiveness at the K-12 level and found that students perform better with the effective integration of technology in teaching. In addition, he has authored and co-authored eight articles from high energy physics, which investigated the behavior of elementary particles in electric and magnetic fields.

Teaching Experience

Dr. Joshi has 22 years of teaching experience both at the high school and university level in India as well as in the US. Before joining Texas A&M University, he has taught high school physics (grade X – XII) for seventeen years. During school teaching, he devoted his time to understanding differentiated learner needs, classroom strategies, and teaching-learning dynamics, along with the challenges of the students traditionally marginalized from educational settings. During his Fulbright fellowship, he taught in different schools at the Montgomery County, Maryland, in the Washington, D.C. metropolitan area. He also mentored ESL (English as a second language) students at the University of Maryland during fall 2012. Before school teaching, he taught courses on Quantum Mechanics and Particle Physics at the Postgraduate Level as an independent instructor for two years.

Dr. Joshi was a college-level Center for Teaching Excellence certified instructor at Texas A&M. Since summer 2017, he has served as an Instructor of Record for Educational Psychology. He also served as a teaching apprentice for two graduate and undergraduate level courses, both centered on learning theories and child development. In addition, he served as a teaching assistant for various courses including Educational Psychology, Techniques of Research, Learning Theories, and Child Development for Educators. For his teaching, Dr. Joshi received the Distinguished Award of Excellence in Teaching 2020 at Texas A&M.

At Texas A&M, Dr. Joshi has worked for Texas Center for the Advancement of Literacy and Learning for five years where he contributed to post-production instructional design, tech integration program assessment, accessibility content development, and Adult Education and Literacy research. Dr. Joshi also created Grade XI mobile-based physics content for Nimbuzz in the year 2013 as a part of his teaching assignment.


Peer-Reviewed Journal Articles

  1. Joshi, S. C. (2014). Physics of Gulli-Danda. Physics Education, 30(1), 5, 1-13.
  2. Joshi, S. C., & Swarup, R. (2010). Bound states of monopoles and dyons with spin – ½ particles in SU(2) Gauge theory under moduli space approximation. International Journal of Theoretical Physics, 49(3), 575 – 586. https://doi.org/10.1007/s10773-009-0238-0
  3. Joshi, S. C. (2010). Abelian dyon in extended fields. Acta Ciencia Indica, 36(1), 7 – 14.
  4. Joshi, S. C. (2009). Exploration of perturbed dyonic theories. Canadian Journal of Physics, 87(10), 1059 – 1064. https://doi.org/10.1139/P09-098
  5. Joshi, S. C. (2009). BPS monopoles in moduli space under SU(2) Gauge potential. International Journal of Theoretical Physics, 48(11), 3001 – 3006. https://doi.org/10.1007/s10773-009-0046-6
  6. Joshi, S. C., & Swarup, R. (2009). Study of relativistic corrections due to spin – orbit interaction of fermion – dyon system under SU(2) Gauge potential in moduli space. International Journal of Theoretical Physics, 48(12), 3623 – 3628. https://doi.org/10.1007/s10773-009-0169-9

Refereed Conference Publications

  1. Wang, C., Sainz, A., Joshi, S. C., & Alfred, M. V. (2021, February). Leading Texas adult education and literacy programs transition during COVID-19. [Paper presentation]. Academy of Human Resource Development International Research Conference in the Americas.
  2. Rose, G. L., Wang, Chih-Wei, Sainz, A., & Joshi, S. C. (2019, June). Technology use and integration in adult education and literacy classrooms. *Paper presented at Adult Education Research Conference, Buffalo, NY.https://newprairiepress.org/aerc/2019/papers/2
  3. Joshi, S. C., & Rose, G. (2018, December). Information technology, internet use and adolescent cognitive development. *Paper presented at 3rd IEEE International Conference on Computational Systems and Information Technology for Sustainable Solutions, Bengaluru. ISBN: 978-1-5386-6078-2 © 2018 IEEE.
  4. Pandey, A. K., & Joshi, S. C. (2013, November). Cultivation and Understanding of International Dimensions through Process Driven Educational Practices in Schools. *Paper presented at **International Conference on Education for Achieving Millennium Development Goals, Varanasi, India, 209 – 219. **Chaired a session.

Non-Peer Reviewed Articles

  1. Joshi, S. C. (2018, October). Virtual interaction and adolescent cognitive development. Teacher, 12(4), 32-37.
  2. Joshi, S. C. (2018, April). Four learning theories and how they apply to your classroom. Teacher, 12(2), 22-23.
  3. Joshi, S. C. (2017, October). How do students learn. Teacher, 11(4), 22-25.
  4. Joshi, S. C. (2017, October). Identifying gifted children in schools. Teacher, 11(4), 26-29.
  5. Joshi, S. C., & Woodward, J. (2017, July). Gifted. Teacher, 11(3), 34-37.
  6. Joshi, S. C., & Woodward, J. (2017, April). Tech-ready Learning. Teacher, 11(2), 22-25.
  7. Joshi, S. C., & Pedersen, S. (2016, October). There’s an app for that; Simulations for energized learning. Teacher, 10(4), 14-16.
  8. Joshi, S. C. (2015, October). Educational technologies transforming teaching and learning. Teacher, 9(4), 8-11.
  9. Joshi, S. C. (2015, July). Managing Technology. Teacher, 9(3), 22-23.
  10. Joshi, S. C. (2015, April). About thinking; Understanding how we l Teacher, 9(2), 22-25.
  11. Joshi, S. C. (2014, July). Play and Learn. Teacher, 8(3), 6-9.
  12. Joshi, S. C. (2014, April). Blended Learning. Teacher, 8(2), 8-9.
  13. Joshi, S. C. (2012). Nurturing the dreams of children. CENBOSEC: A Central Board of Education Journal, 51(1), 37-39.
  14. Joshi, S. C. (2012). Magical outcomes of structured learning methodology. Delhi State Science Teachers Forum (DSSTF) Yearly Magazine, Delhi, India.


  1. Joshi, S. C. et al., (2014). Science Workbook for Class X. Ahlcon Publications, Delhi, India.
  2. Joshi, S. C. et al., (2013). Science Workbook for Class IX. Ahlcon Publications, Delhi, India.
  3. Joshi, S. C. (2012). How to Understand Physics at Senior Secondary Level (Class XII). Ahlcon Publications, Delhi, India.
  4. Joshi, S. C. (2012). How to Understand Physics at Senior Secondary Level (Class XI). Ahlcon Publications, Delhi, India.


Game-Based Teaching Model: Based on a teaching strategy that uses traditional games as teaching Tools (2012).