My Research Interests & Philosophy
My entire professional philosophy is built on the belief that true understanding comes from doing. I’m driven to dissolve the boundaries between classroom theory and real-world application. This core idea is the engine behind my primary research interests. I don’t see these as separate topics, but as interconnected pillars for creating competent, adaptable, and innovative thinkers.
Here’s a deeper look into what I explore in my work:
- Project-Based Learning (PjBL) My focus here is on learning through the process of building and creating. Instead of absorbing isolated facts from a textbook, my students tackle a large-scale, tangible project over an extended period. Think bigger than a simple lab exercise; imagine designing and constructing a functional, automated vertical farming system from the ground up. My research investigates how to structure these projects to authentically mirror industry workflows, how to assess the deep learning and professional skills (like collaboration and project management) that emerge during the messy middle of a project, and not just grade the final shiny product.
- Problem-Based Learning (PBL) This is a close cousin to PBL but often begins with a “hook” a complex, messy, and urgent real-world problem. For instance, I might present students with a scenario: “Our university campus has a significant energy waste problem during off-peak hours. Devise a smart, cost-effective solution.” My research interest lies in the art and science of crafting these open-ended problems. I study how to frame challenges that ignite curiosity and compel students to take ownership, identify the gaps in their own knowledge, and actively seek out the necessary skills—be it in electronics, data analysis, or software development to propose and defend a viable solution.
- Engineering EducationThis is my big-picture focus. How do we evolve the engineering curriculum beyond a series of disconnected math and science courses? My work examines the holistic development of an engineer. I research methods to seamlessly integrate crucial professional competencies—what some call ‘soft skills’ but I call essential skills like ethical reasoning, cross-disciplinary communication, and systems thinking, directly into technically-focused courses. The goal is to cultivate graduates who are not just great engineers, but also great engineering leaders and communicators.
- Innovation in Teaching and LearningThis is the thread that ties everything together. I am constantly exploring how emerging technologies can amplify and enhance these active learning models. My research asks critical questions like: How can Extended Reality (XR) create a safe and repeatable virtual environment for a complex problem-based scenario, like troubleshooting a malfunctioning industrial robot? How can data from IoT sensors be used to provide students with real-time feedback on their project’s performance? This is about finding, validating, and implementing new tools and methodologies that make learning more effective, engaging, and profoundly relevant to the future our students will build.
