My research examines how engineering students learn, engage, and develop their identities within undergraduate engineering classrooms. Using a Scholarship of Teaching and Learning approach, I investigate the use of real-world case studies, reflective activities, and design-based learning to help students connect abstract technical concepts to authentic engineering contexts. I am particularly interested in how these pedagogical approaches influence student engagement, identity development, and emotional connection to engineering work. Ultimately, my research aims to prepare engineers who can apply strong technical skills while thoughtfully situating their engineering decisions within broader external contexts. Building on this student-centered foundation, my work also focuses on how core engineering topics are taught and contextualized across the undergraduate curriculum. I study instructional practices and curricular structures in courses such as engineering design, engineering math and thermodynamics, with attention to how technical content is framed and connected to real-world applications. Through this work, I examine how engineering education can better support students in making informed, responsible decisions that consider technical performance alongside environmental and societal implications.
