Teaches courses

Intro to Chemical Engineering Principles (Material & Energy Balances), Engineering Thermodynamics, Mass Transfer, Materials & Design (i.e. Selection of materials in product design), Non-metallic Technical Materials, Manufacturing processes, Environmental Engineering Processes, Techno-economic Analysis/Assessment, Production Planning.

Teaching Philosophy

Students can be distracted by many different interesting topics in today’s Internet-based world. Adherence and persistence by students and teachers in the fundamentals of the subject matter of study is a must for a well founded education in any field of study, but especially in engineering disciplines.

In order to help the students gain a good working comprehension of the materials taught, I try to encourage students to be able to think and speak readily about basic principles and phenomena, which will enable them to answer basic questions without reliance on mere regurgitation of facts or materials imparted in lectures. I believe that if one makes clear one’s expectations and sets the rules from the beginning of the semester will help avoid any misunderstandings and is a way to reach the learning objectives. In another approach to encourage true learning and help students integrate the knowledge acquired, and to have students think critically and independently in problem solving, I ask students to work on projects.

I believe team work and effective personal communication skills are a prerequisite among engineers and therefore, I try to help students develop such skills by asking them to prepare a project in which a number of students will need to collaborate equally (e.g., one project per three (3) students over a semester) and having them present it at the end of the semester. The required work for such a project helps them apply and integrate their knowledge as well as force them to find effective means of communication and collaboration between themselves.

Finally, I believe undergraduate students should have an opportunity to engage in research. Some of the students will continue on to graduate school or others may find a position in a research organization. I try to encourage my undergraduate students to get involved in research either through a Capstone Project relating to topics that can be part of the on-going research in my laboratory or by inviting interested students to work in my lab during the academic year and/or during summer sessions. Pairing them with a suitable graduate student working in my lab is also another approach, I use. Through such means I try to give undergraduate students a good preview of the academic research experience.

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