Teaching

--- "Let students get 'stuck' and teach them how to 'unstuck' themselves!" ---


PHILOSOPHY


Real-world engineering and scientific problems by nature are complex and abstract. Thus, future engineers and scientists must be trained to identify the problems, develop accurate mathematical and physical models, choose and implement the most effective solution techniques, analyze the data, and communicate their findings. They must also persevere, perform well under pressure, and embrace the challenges and failures throughout the problem-solving process. By no means can they violate their professional ethics and conduct. As a teacher, I always aim to mimic the real world, teach my students the transferable skills for solving a multitude of problems, and encourage them to ask questions and deepen their knowledge outside the classroom settings. My ultimate goal is to produce the next-generation of engineers and scientists who are excellent problem solvers and critical thinkers with strong work ethics. In order to give students the full problem-solving experience, I employ the 5-Cs method:

The 5-Cs method by principle sets the teacher’s role to a problem-solving coach and holds the students accountable for their own learning and academic/career success, ultimately training students to be self-directed learners and independent problem solvers. I have fully implemented the 5-Cs method into my course designs at undergraduate and graduate levels, and I found that the 5-Cs method is an effective teaching method in that it allows me, as a teacher, to account for different learning styles, unveil students’ maximum potentials, and encourage students to produce creative/original work. As a faculty member, I find teaching to be rewarding, and I highly value well-designed and high-quality courses since they provide strong foundations for students to make research contributions. My teaching contributions are in the area of computational fluid dynamics (CFD), aerodynamics, applied mathematics, numerical methods, scientific computing, and optimization courses.

University of Tennessee, Knoxville

AE/ME 655: Advanced Topics in CFD (Instructor, Spring 2023, Spring 2024) - [Syllabus]

This graduate course provides students sufficient background and experience with the mathematics and implementations of Galerkin methods, adaptive techniques, and optimization methods for aerospace engineering applications. After taking this course, students can conduct research in the field and understand the scientific literature. Computer programming is required and is an essential part of the course. Students are expected to have some knowledge of numerical analysis, fluid dynamics, differential equations, and programming.

AE/ME 541: Fluid Mechanics I (Instructor, Fall 2022) - [Syllabus]

This graduate course provides an introduction to principal concepts of fluid flows. Topics covered include a review of vector calculus and index notation, kinematics and dynamics of fluid flows, potential flows, low-Reynolds-number flows, boundary layers, exact solutions to viscous flows of incompressible fluids, stability and transition, and an introduction to turbulent and compressible flows. After taking this course, students will have a qualitative and quantitative understanding of physical mechanisms in fluid flows and be able to analyze the flow fields of interests. The primary focus of this course is on the breadth of knowledge of fluid flows. Students need to take additional fluid courses in order to get an in-depth understanding of fluid flows.

ME 391/397: Engineering Analysis (Instructor, Spring 2021, Fall 2021, Spring 2022, Fall 2023) - [Syllabus]

This third-year, undergraduate course provides an introduction to numerical techniques commonly used in the field of mechanical and/or aerospace engineering. Topics covered include linear algebra, least-squares fitting, interpolation, root finding, integration, differentiation, solution of ordinary and partial differential equations, and Fourier series. Emphasis is placed on derivation, implementation, and analysis of these numerical techniques. Computer programming in Matlab or a similar language is required and is an essential part of this course.

AE 210: Professional Topics (Individual Section Instructor, Fall 2019, Spring 2020) - [Course Handbook]

This second-year, undergraduate course covers topics relating to professional responsibility, communications, and organizations. As an individual section instructor, my focus is on helping students on my section to improve their writing and presentation skills to meet college-level standard. A handbook on writing and presentation best practices and detailed feedback on assignments are provided.

AE 201: Aerospace Seminar (Instructor, Fall 2019, Fall 2020, Fall 2021, Fall 2022) - [Seminar Speakers], [Course Notes], [Syllabus]

This second-year, undergraduate course is designed for students who are interested in majoring and/or pursuing careers in aerospace engineering. As the first introductory aerospace engineering course, this course aims to give a broad overview of the field and the undergraduate curriculum, to equip students with basic engineering and job search skills, and to inform students about professional development opportunities and possible career paths. Topics covered in this course include brief aerospace history, aircraft and space flight fundamentals, engineering design and problem solving methods, and job application and interview preparation. Instead of focusing on the mathematical details, this course emphasizes on the conceptual ideas in order to help students build appreciation and intuition towards mathematical models and concepts involved in the study of flight. Through homework and in-class activities, students will get hands-on engineering experiences and have the opportunity to develop skills necessary for their academic and career success. A series of short lectures/talks and typed notes are provided to complement student’s learning experience. After taking this course, students will be able to select their area of interest within the aerospace engineering field, develop basic engineering and job search skills, and understand the complexity of aerospace systems and the importance of mathematics and sciences.

University of Michigan, Ann Arbor

Guest Lecturer

Graduate Student Instructor for AEROSP 325-Undergraduate Aerodynamics (Fall 2015)

Student review: 4.63/5.00

Undergraduate Research Opportunity Program (UROP) Peer Advisor (Fall 2010, Winter 2011)