She joined SJSU in 2015, and her research is focused on thermo-fluids problems in sustainable energy, particular the effect of turbulence on a wide variety of technologies. She teaches courses in thermodynamics, fluid mechanics, and heat transfer, and she is interested in studying the intersection of pedagogy and assessment.
Three-dimensional (3D) images of flame emission are reported using a single direction of optical access. A Cassegrain system was designed with narrow depth of field. Images from this system are dominated by emission from the focused object plane with defocused contributions from out-of-plane structures. Translation of one mirror in the system allows for scanning the object plane through the flame. Images were taken at various depths to create a family of images. Reconstruction of the 3D flame structure was accomplished using a maximum entropy algorithm adapted for use with 3D imaging. Spatial resolution in the direction of imaging is examined using laminar flames with variable offset.
Project-based learning (PBL) has many advantages for both students and instructors. The students are afforded the opportunity to work on self-driven, meaningful projects that model engineering problems they may see in their future careers. For the instructor, PBL emphasizes problem-solving strategies, requires students to learn relevant technical skills through self-study, underscores the importance of team work, and encourages student buy-in. However, PBL techniques present their own sorts of difficulties, especially when applied in large courses of 50 + students. For example, an instructor must strike a balance between fostering creativity and enthusiasm, while also keeping students on task and focused on the purpose of the project. Managing many small groups or a few large groups can be logistically challenging due to the sheer number of unique projects and students involved. This presentation will focus on two engineering courses, first-year introduction to engineering and fourth-year vibrations, in which project-based learning was employed with partial success. In these courses, there were logistic complications, issues with team dynamics, and problems with final presentations that can hopefully serve as good lessons (or warnings) for others interested in developing project-based courses.
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