Students arrive with different preparations, paces, and ways of connecting new ideas to what they already know. I design courses with multiple entry points — because a student who struggles with one framing often grasps another immediately. My interdisciplinary background across electrical engineering, materials science, and civil engineering opens additional doors: connecting strain-gauge circuit theory to civil sensor applications, or explaining concrete conductivity using the same circuit models students saw in their circuits course, gives students a second path into difficult material.

My teaching is built around hands-on, evidence-based learning. In CVEN 3023 I designed ASTM-standard laboratory activities for concrete, polymers, wood, and metals that connect students to real data before the lecture unit closes. The sequence — introduce the concept, handle the material, run the standardized test, interpret the result, then derive the underlying theory — produces stronger conceptual retention than purely lecture-driven approaches. I judge my own effectiveness by student performance: when many students miss the same concept on an exam, the problem is my instruction, not their effort, and I revise before the next term.

I am prepared to teach construction materials, materials testing, and engineering design immediately, and am eager to develop new offerings in sustainable construction materials and concrete additive manufacturing at the undergraduate and graduate levels. I want students to leave able not only to define what they learned, but to recognize it as a mode of thinking they will carry into design, into the field, and onto the path to licensure.