My approach to classroom teaching is grounded in the concept of backward design, in which the starting point for course design is a set of target skills that students should possess at the end of the course. The primary outcomes that I strive to promote across all of my courses include: application of conceptual knowledge to real-world situations, thoughtful reading and evaluation of research, public speaking and presentation skills, and effective written communication to a variety of audiences. As an example, public speaking and presentation skills are developed through small-group and whole-class discussions, individual or group presentations, and observing and evaluating others’ presentations. I also incorporate many real-world examples to help students apply what they are learning to new situations, and we practice that skill during class time. I strive to be clear and explicit with students about the learning goals, not only of the course, but of each course assignment. I have found that this helps to promote student motivation and engagement with learning tasks. In addition, course goals and assignments are aligned with broader MIE curricular goals.

In my courses, I use a variety of effective, high impact practices, including in-class active learning, and an emphasis on the application of knowledge and skills acquired through the course. In addition, both in and out of class activities include opportunities for practice and feedback on key skills. . I encourage students to become well-read, critical thinkers, social and environmental aware, and connect classroom with real life. Learning by practice and assigning group projects are my two indispensable teaching methods I have used over the years.

My courses include a variety of assignments and assessments (e.g., exams, papers, individual and group presentations) in order to allow for multiple ways in which students can demonstrate their learning. On written assignments in my undergraduate courses, I have recently started to use rubrics that identify different dimensions of the assignment, which enables me to give feedback to students on their strengths and weaknesses. I conduct assessment of the student learning outcomes and use them to improve course teachings.

I try to create a fun and supportive learning environment in my classes, especially on topics like additive manufacturing, which students are especially enthusiastic about. I also try to learn as many students’ names as possible, be approachable, and encourage students to attend my office hours. Student evaluations of my teaching have improved over the course of my time at UMD. Areas of strength highlighted in student evaluations of teaching include organization of the class, clear and engaging teaching, and respecting students’ points of view. Students regularly comment on my expertise and willingness to support them in their educational growth. Students have also indicated that they appreciate the opportunity to demonstrate their learning through a variety of assignments, rather than relying only on exams or papers.

I fiddle with my courses every year, because I am always excited to try new teaching methods that I learn about through conversations with colleagues or UMN teaching workshops, or to respond to student feedback on course evaluations. For example, for my multidisciplinary senior design and nondestructive evaluation courses I have incorporated active and collaborative learning, and distribute class time in all of courses among various activities (e.g., lecture, small group, lab exercises, team design projects). I have also increased the framework for a variety of assignments (including literature review papers for technical elective course, nondestructive evaluation technique).

In my post tenure time at UMD, I have supervised four master’s thesis in the MIE (one in mechanical engineering and three in engineering management). I have mentored nineteen undergraduate research opportunity projects (UROP). Among the students who kept in contact, five of them are currently pursuing their doctoral studies in top national universities. And I have co-authored several conference and journal papers with my students. I am happy to state that my teaching style of being flexible and guiding students to become well-read, critical thinkers, social and environmental aware, and connecting classroom with real life have made teaching fulfilling by being part many successful career stories. In addition to these more formal roles, I have served as an informal mentor to a number of students through my role as faculty advisor to the Swenson College of Science and Engineering.

I attended teaching workshops and seminars offered by UMN’s Center for Teaching Excellence a few times, and active at regional membership of American Society of Engineering Education (ASEE). I served on the organization committee and served as a session chair of the ASEE Midwest conference hosted by UMD in 2018. This year I presented “An approach of Integrating Subject Matter Experts into Capstone Design Course” at the ASEE Midwest Regional Conference hosted by University of Arkansas. I developed the material engineering lab course when MIE decided to have a lab course in materials. I was involved with the establishment of our MIE senior design and Industry collaboration that has made our program regionally visible. I am committed to giving back to the community by volunteering funds and my time towards various local organizations. And I have served as a mentor and coach to the First Technology Challenge (FTC) team, Python Programming at Hermantown School since 2022.