Teaching Philosophy

  • Linking Theory and Problem Solving
  • Engaging Students and Developing Professional Skills
  • Team-Working With Students and Teachers
  • Preparing students to new challenges of energy engineering that impact geotechnical design
  • Courses Taught

    At the Georgia Institute of Technology

  • CEE 6460: Theoretical Geomechanics, graduate (syllabus)
  • CEE 6432: Finite Element Method for Coupled Processes in Elastic Porous Media, graduate (syllabus)
  • CEE 8813-B: Tunneling and Mining: Mechanics and Engineering, graduate (syllabus)
  • COE 3001: Mechanics of Deformable Bodies, junior (syllabus)
  • At Texas A&M University (2010-2012)

  • MEMA 647: Theory of Finite Element Analysis, graduate
  • CVEN 365: Introduction to Geotechnical Engineering, senior
  • CVEN 305: Mechanics of Materials, junior
  • Education Project: Keeping Track of the Thinking Paths

    For many students, formalism is an obstacle to physical understanding, and problem solving is a memory exercise. The core symbols involved in reading skills are the letters of the alphabet. By contrast, mathematics "has many types and levels of representations [...] which build on one another as the mathematical ideas become more abstract. [...] Communicating about mathematical ideas, therefore, requires that one choose representations" that balance transparency, efficiency, generality and clarity (NRC, 2001). As part of her Class of 1969 Teaching Fellow project entitled "Keeping Track of Thinking Paths," Dr. Arson created a white board language based on colors (e.g., red for unknown, green for given, blue for preliminary inquiry work) and symbols (e.g., circles for hypotheses, squares for final results, stars for intermediate results). Students took and assembled photos of the white boards. Videos were visualized and commented on in class.