Teaching Overview

Throughout his education, Mr. Gordon has maintained a high priority on his development as an instructor through various volunteer teaching, tutoring and mentoring programs. His received his first formal teaching experience as a teaching assistant for two semesters of the Senior Design Capstone course in Biomedical Engineering at Texas A&M in 2017 and 2018. He was selected as a College of Engineering Graduate Teaching Fellow in 2019, allowing him to become an instructor of record for the department’s Junior level Medical Imaging course in the spring of 2020. He is a Texas A&M Academy of Future Faculty Fellow and has earned an Associate Certificate through the Center for the Integration of Research, Teaching, and Learning, and he is a member of the American Society for Engineering Education, IEEE, BMES, and SPIE professional societies. He has further developed his teaching acumen by attending the American Society of Engineering Education annual conference and acting as the primary research mentor or supervisor for over 23 undergraduate students throughout his time at Texas A&M. His time as an undergraduate mentor comes in addition to the dozens of outreach activities he has led to educate community members and K-12 students about STEM technologies as a part of the local SPIE chapter. 

2020 SpringBMEN 420 – Medical Imaging – Two sections; 140 students
Instructor of Record
3 credit-hour, junior level required course with emphasis on applied signals and systems for medical imaging applications. Topics covered include theory, applications, and design of optical, acoustic, tomographic, and magnetic resonance imaging technologies. I was personally responsible for teaching content on spatial signals & systems, Fourier Transform, X-Ray physics & systems, ultrasound, and optical coherence tomography. As instructor of record, responsibilities include lecturing, quiz and exam design, making improvements to homework question sets and projects, and course management responsibilities, with advice and supervision provided by faculty member who designed course. 
2018 SpringBMEN 454 & BMEN 485 – Analysis & Design Project 2 – Three Sections – 108 students
Teaching Assistant
3 credit-hour, senior level course designed for student teams of four members to complete prototyping and testing of solutions to real-world biomedical challenges solicited from various external project sponsors. One-hundred students completed projects and presented results at engineering project showcase. Responsibilities included the management of progress updates and personality conflicts for project groups, presentation assessment, design project support, and creation of a system to integrate teamwork assessments into course grades.
2017 FallBMEN 453 – Analysis & Design Project 1 – Two sections – 100 students
Teaching Assistant
3 credit-hour, senior level course designed for student teams of four members to review device creation pathways, ideate problem solving concepts, and design & engineer solutions to real-world biomedical challenges solicited from various external project sponsors. One-hundred students began projects in areas such as wearable technologies, surgical device and procedure design, biomaterials applications, quality assurance and manufacturing challenges, and more.Responsibilities included the coordination and creation of project groups, lecture assistance, exam creation, presentation assessment, design project support, and creation of a system to integrate teamwork assessments into course grades.

UNDERGRADUATE STUDENTS MENTORED / SUPERVISED Texas A&M University:

  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2020)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2020)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2020)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2020)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2020)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2020)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2020)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Fall 2019, Spring 2020)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Fall 2019)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Fall 2019)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Fall 2019)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Fall 2019, Spring 2020)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Fall 2019)
  • [name redacted] – Undergraduate Researcher / REU (Summer 2019)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2019)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2019)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2019)
  • [name redacted] – Aggie Challenge / PATHS-UP VIP Team (Spring 2019)
  • [name redacted] – Undergraduate Researcher (2019)
  • [name redacted] – Undergraduate Researcher (2019)
  • [name redacted] – Undergraduate Researcher (2018-2019)
  • [name redacted] – Undergraduate Researcher (2017-2019)
  • [name redacted] – Undergraduate Researcher (2016-2019)

PROFESSIONAL DEVELOPMENT AND TEACHING ENHANCEMENTS:

  • Academy of Future Faculty – Texas A&M Center for Integration of Research, Teaching, & Learning; (2019-2020)
  • An Introduction to Evidence-Based STEM Teaching, MOOC – Texas A&M CIRTL; (Summer 2019)
  • ASEE Annual Conference – Tampa, FL; (June 2019)

HONORS & AWARDS:
Graduate Teaching Fellow from Texas A&M College of Engineering; 2019 – 2020


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