Teaching and Mentoring

A teacher holds a pivotal role in shaping the classroom environment and teaching approach to foster students' acquisition of the essential skill sets needed for the future. While course content taught at universities is readily available in the digital realm, universities distinguish themselves by cultivating a learning environment geared towards nurturing the metacognitive skills necessary for tackling intricate real-world challenges.

I believe in an active classroom with clear and quantifiable objectives to promote hands-on experiences and peer-to-peer learning.

Integrated Turbulent boundary layer into Senior level and master level Fluid mechanics Boundary layer lab to teach students in distinguishing the difference between laminar boundary layer and turbulent boundary layer using the experimental measurements; to obtain functioning understanding of Hot Wire Anemometry and its calibration using King’s law; and evaluating experimental Reynolds number at a fixed distance from the leading edge and evaluate the skin friction coefficient for both laminar and turbulent boundary layers and how do they compare and underlying limitations of experimental data.

Designed and taught ME 200 Thermodynamics curriculum to over 109 undergrad students with diverse educational and demographical backgrounds at the University of Illinois at Urbana-Champaign (UIUC). The course curriculum is designed to facilitate the students with the materials required to learn the fundamental laws of thermodynamics and the limitations of energy conversion and generation devices. The principles are applied in thermodynamic analyses directed towards understanding the performances of engineering systems. Methods and problems cover socially responsible economic generation and utilization of energy in central power generation plants, solar systems, refrigeration devices, and automobile, jet and gas-turbine engines. Students worked in neighborhoods to promote individual accountability with incorporated peer-to-peer learning. 

Designed and taught engineering research and design concepts to 11th and 12th-grade kids. A 6-week program is designed to include career advise for their college applications, teaching the thermodynamic laws and fundamentals of wind energy with a hands-on project to create a wind turbine and evaluate its power production at various wind speeds. This summer program was organized virtually during COVID-19 pandemic.