My teaching interest is in the development of novel content with novel active learning elements in three related areas:
Food physics
See the Canvas course and modules available to everyone here. Mechanistic, model-based understanding and digital tools critically innovate in the design cycle for products and processes, and food manufacturing is no exception. The course introduces tools such as computational modeling, digital twins, and predictive knowledge bases, exploring deeper into the underlying universal physics-based frameworks describing transformations in food during processing.
Modeling and simulation of biological processes
See past reports here. This project-based course introduces modeling and simulation to solve biological/biomedical problems to junior/senior students with some background in transport processes but with no prior experience in modeling. The course serves many purposes in a curriculum, including the introduction of a state-of-the-art design tool, the introduction of simulation-based design as an alternative to prototype-based design, extending fundamental knowledge to solve realistic problems, enhancing the fundamentals, introduction of teamwork, written and oral communication, and design concepts. Although developed in the context of biological/biomedical engineering, it can also be extended to other engineering curricula such as Mechanical and Chemical Engineering.
Heat and mass transfer in a biological context
See the syllabus and other details at Cornell University here. Learning heat and mass transfer in context and content-appropriate biological/biomedical curriculum necessitated the development of this course and its supporting materials. Resources developed over a 30-year period, a textbook, active learning worksheets, lecture slides, student versions of lecture slides, a solution manual, a formula booklet, and a few software modules are available to instructors following the text.