Many of my classes are computational and focus on structural engineering applications. However, diversity in programming and perquisite knowledge is the biggest barriers to students. Due to the computational nature of my courses, students with limited programming experience can have early setbacks and lose confidence at the beginning of a course. Since these courses often focus on theory over applications, it is also easy for students to miss the course context in relation to their other classes. Combined, these barriers result in incomplete assignments and a lack of interest in the course material. My aim is to develop a teaching pedagogy that is inclusive of all students, regardless of previous experiences in programming and computation. In particular, I want to increase persistence, self-efficacy, and confidence in my course material. I would like to focus on developing resources for programming (regardless of beginner, intermediate, or advanced experience) that are sharable to the broader structural engineering audience.

Education

Ph.D., Civil Engineering