There is no one-size-fits-all approach in the teaching-learning paradigm. Teaching requires enthusiasm and continually encouraging students to persevere despite mistakes. Part of my teaching philosophy encourages students to view their abilities through the lens of a growth mindset (vs. a fixed mindset; Dweck, 2007). In addition to courses aimed to build foundational concepts of engineering and math, I am committed to developing new courses designed to meet industry needs, such as those focusing on simulation prediction and uncertainty quantification.

Journal Referee

As a dedicated researcher, I believe serving as a journal referee is a valuable service to the engineering and overall scientific community. Thus far, I have served as a referee for:

  • Physics of Fluids (2015-present)

  • Physical Review Fluids (2017-present)

  • Journal of Fluid Mechanics (2018-present)

  • AIAA Journal (2018-present)

  • Physical Review E (2020-present)

Course-Level Teaching Experience 

I have served as a teaching assistant for engineering statics students, where I led three 50-minute discussions per week, held office hours, and developed midterm and final exam study sessions:

  • TAM 210/211 Statics, University of Illinois at Urbana-Champaign

  • Teachers Ranked as Excellent (outstanding rating)

Lectures and seminar presentations: 

  • "Adjoint-Based Sensitivity"; AE598 Uncertainty Quantification (graduate-level), University of Illinois at Urbana-Champaign

  • "Crackle Noise from High-Speed Free-Shear-Flow Turbulence"; ME427 Introduction to Computational Fluid Dynamics, Rose-Hulman Institute of Technology

Direct simulation of a model laser-induced breakdown used to describe the 'anatomy' of an adjoint simulation (presented at AE598 lecture).

Direct simulation of a model laser-induced breakdown used to describe the 'anatomy' of an adjoint simulation (presented at AE598 lecture).

Reference
Dweck, C.S. (2007). Mindset: The New Psychology of Success. New York, NY: Ballantine Books.