I designed and led a six-week research experience for local high-school students, combining 8 hours per week of on-campus instruction with 12 hours on independent projects. Through lectures, demonstrations, and break-out activities, I introduced mathematics, physics, and fluid mechanics, which students then applied to their own inquiry-based projects. This past summer, they investigated the conditions under which a flow transitions from being smooth and organized (i.e., laminar) to multi-structured and chaotic (i.e., turbulent), deriving and discovering the significance of the Reynolds number.

In graduate school, I served as a chair of the MEGC, which supports the University of Michigan’s mechanical engineering community through professional development, academic programs, community engagement, and communication with department leadership.

I implemented a thirty-six-hour course titled “Engineering the World Around Us” for Detroit-area youth. The goal of the program is to support students traditionally underrepresented in STEM and provide exposure to college-level education, while the content focuses on introducing engineering concepts, with full days dedicated to engineering fundamentals, mechanics and dynamics, controls, and fluid mechanics.

I mentor undergraduate, masters, and PhD students on individual research projects ranging from modeling compressible wave interactions to examining secondary instability mechanisms in interfacial flows. Mentoring outcomes include the completion of degree requirements, presentations by mentees at major conferences, and publications in high-impact journals.

I have engaged many other entities to participate in service initiatives, including Women+ Excelling More in Math, Engineering, and Science, Xplore and Discover Engineering, the Engineering Graduate Symposium, the Michigan Museum of Natural History, the American Physical Society, and the Pasadena Community Foundation.