Teaching

Teaching experience

Teaching has always been a profound joy in my academic journey, emerging naturally from my desire to share knowledge and help others understand complex concepts. My passion for teaching was first kindled during my undergraduate years through an unexpected role as a peer tutor in Theoretical Mechanics. What began as informal study sessions transformed into a pivotal moment in my teaching journey: explaining intricate problems deepened my own understanding and helped me develop a way of making complex concepts accessible through relatable examples and clear explanations.

As word spread about my ability to break down difficult concepts, casual problem-solving sessions evolved into regular study groups, and eventually informal "lecture halls" in my dormitory covering advanced topics such as plasticity, fracture mechanics and finite element methods. These organic experiences taught me the importance of creating an environment where students feel comfortable asking questions, and gave me the confidence to take on my first formal role as an undergraduate teaching assistant for Numerical Analysis.

At Northwestern University, my teaching responsibilities expanded significantly. As a teaching assistant for Mechanics of Materials under Prof. John Rudnicki, I led three weekly recitation sessions throughout the quarter and helped craft midterm and final exam questions. Assisting Prof. Zdeněk Bažant with Structural Stability and Fracture Mechanics let me deliver lectures and provide one-on-one support during office hours. Throughout, I've consistently received positive feedback from students, affirming my ability to make complex material accessible while maintaining high academic standards.

Teaching philosophy

My teaching philosophy rests on three pillars: interactive concept integration, hands-on modern skills, and diverse assessment strategies.

First, complex engineering principles are best learned through interactive concept integration, where students actively engage with material in a structured sequence. I use visualization techniques to clarify abstract concepts (for tensors, diagrams and real-world scenarios), and upload my own course materials and instructional videos so students can review content at their own pace. Online quizzes and interactive simulations provide immediate feedback, letting students test their understanding in real time.

Second, hands-on implementation through computational tools is essential for modern engineering. I encourage students to use programming to validate analytical solutions against numerical ones, and I introduce cutting-edge algorithms for structural optimization such as machine learning and neural networks, whether applying finite element methods or coding simulations.

Third, I employ assessments that go beyond traditional tests, focusing on effective learning strategies rather than simply assigning grades: project design, oral presentations and group reports. Project design encourages practical application of theory, oral presentations build communication skills, and group reports teach collaboration and interpersonal dynamics.

Teaching interests

During my coursework at Northwestern, I developed syllabi for Continuum Mechanics, Structural Stability and Fracture Mechanics, preparing me to teach across undergraduate and graduate levels.

I'd also be glad to develop new subjects that integrate modern computational tools, such as high-performance computing, optimization methods and machine learning, into mechanics education.

Advancing engineering education

Teaching is central to my professional identity and closely linked to my research. I'm committed to making complex engineering principles accessible to all students, drawing on my experience as a peer tutor and teaching assistant, and to fostering an inclusive environment that welcomes diverse perspectives. I look forward to advancing my teaching methods and mentoring the next generation of engineers.