Teaching
Teaching Philosophy and Materials
Teaching Philosophy
Engineering requires a problem solving mindset—a way of breaking down a problem, asking the right questions, and finding a creative solution. As an educator, I strive to instill this engineering mentality in my students through interactive classes and project-based learning. Rather than trying to maximize the technical material covered in a class, I focus on practicing and developing problem solving skills through the technical coursework. Focusing on these skills gives students the tools and the confidence they will need to tackle realistic problems in their future careers. My aim is to train students to be creative thinkers and leaders, so each will become much more than the solitary technical worker that is too often the public perception of an engineer.
Numerous engineering curricula have a reputation for tough lecture-and-homework courses. While this approach is effective for some students, many would benefit from alternative teaching styles. This may be particularly true for underrepresented groups in engineering. In some cases, students run the risk of being "pushed out" of engineering programs because their learning style does not match the traditional teaching method and they fail to reach their full potential. In order to retain these students, I strive to create a highly interactive classroom that caters to multiple learning styles. I am passionate about creating an environment that allows all students to be successful in their engineering education, regardless of their learning style and background.
Project-based team learning is also an integral part of my teaching style. Engineers in industry typically work in interdisciplinary teams to solve problems and develop products. These projects are often open-ended and not well defined. Preparation for this kind of work environment should be an integral part of a modern undergraduate education. I utilize teamwork, real-world problems, and open-ended projects in both lecture and laboratory coursework. My goal is to prepare students to collaboratively solve difficult problems so that they are ready to take on the challenges they will face after graduation.
Numerous engineering curricula have a reputation for tough lecture-and-homework courses. While this approach is effective for some students, many would benefit from alternative teaching styles. This may be particularly true for underrepresented groups in engineering. In some cases, students run the risk of being "pushed out" of engineering programs because their learning style does not match the traditional teaching method and they fail to reach their full potential. In order to retain these students, I strive to create a highly interactive classroom that caters to multiple learning styles. I am passionate about creating an environment that allows all students to be successful in their engineering education, regardless of their learning style and background.
Project-based team learning is also an integral part of my teaching style. Engineers in industry typically work in interdisciplinary teams to solve problems and develop products. These projects are often open-ended and not well defined. Preparation for this kind of work environment should be an integral part of a modern undergraduate education. I utilize teamwork, real-world problems, and open-ended projects in both lecture and laboratory coursework. My goal is to prepare students to collaboratively solve difficult problems so that they are ready to take on the challenges they will face after graduation.
Teaching Materials
Power Electronics Reference (Course reference sheet for Elements of Power Electronics by Philip Krein)
Power Electronics Reference [PDF]
Power Electronics Reference [PDF]