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i am excited about teaching and lifelong learning. in all my courses, I strive to create a motivating, energetic, and engaging learning experience. at stanford, i have taught the core me undergraduate/graduate courses | i am excited about teaching and lifelong learning. in all my courses, I strive to create a motivating, energetic, and engaging learning experience. at stanford, i have taught the core me undergraduate/graduate courses | ||
| − | e14 statics, | + | [http://biomechanics.stanford.edu/Statics e14 statics], |
| − | me309 finite elements, and | + | [http://biomechanics.stanford.edu/Finite_elements_in_mechanical_design_09 me309 finite elements], and |
| − | me338 continuum mechanics. | + | [http://biomechanics.stanford.edu/Continuum_mechanics_13 me338 continuum mechanics]. |
i have also introduced three new multidisciplinary undergraduate/graduate courses, | i have also introduced three new multidisciplinary undergraduate/graduate courses, | ||
| − | me239 mechanics of the cell, | + | [http://biomechanics.stanford.edu/Mechanics_of_the_cell_12 me239 mechanics of the cell], |
| − | me334 mechanics of the brain, and | + | [http://biomechanics.stanford.edu/Mechanics_of_the_brain_14 me334 mechanics of the brain], and |
| − | me337 mechanics of growth. | + | [http://biomechanics.stanford.edu/Mechanics_of_growth_14 me337 mechanics of growth]. |
prior to joining stanford, | prior to joining stanford, | ||
i taught | i taught | ||
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linear and nonlinear continuum mechanics at the universities of hannover, stuttgart, and kaiserslautern. at kaiserslautern, i taught the undergraduate courses | linear and nonlinear continuum mechanics at the universities of hannover, stuttgart, and kaiserslautern. at kaiserslautern, i taught the undergraduate courses | ||
statics, dynamics, and strength of materials with an enrollment of 314 and 289 students. at eth zurich, i taught the undergraduate course mechanics with an enrollment of 155 students. | statics, dynamics, and strength of materials with an enrollment of 314 and 289 students. at eth zurich, i taught the undergraduate course mechanics with an enrollment of 155 students. | ||
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| + | [[Image:teaching01.jpg|720px]] | ||
in my e14 statics course, students took photographs of themselves, to create free body diagrams, which we summarized in a | in my e14 statics course, students took photographs of themselves, to create free body diagrams, which we summarized in a | ||
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[https://www.youtube.com/watch?v=brzKndsq4I0 youtube movie]. | [https://www.youtube.com/watch?v=brzKndsq4I0 youtube movie]. | ||
in my me337 mechanics of growth course, students work in groups on individual research projects. every year, we publish successful projects as peer-reviewed journal article: | in my me337 mechanics of growth course, students work in groups on individual research projects. every year, we publish successful projects as peer-reviewed journal article: | ||
| − | bone growth in a stanford tennis player | + | [http://biomechanics.stanford.edu/paper/CMBBE08.pdf bone growth in a stanford tennis player], |
| − | skin growth in plastic surgery | + | [http://biomechanics.stanford.edu/paper/JMPS11a.pdf skin growth in plastic surgery], |
| − | bone growth in response to gait | + | [http://biomechanics.stanford.edu/paper/BMMB12.pdf bone growth in response to gait], |
| − | muscle growth in limb lengthening | + | [http://biomechanics.stanford.edu/paper/PLOS12.pdf muscle growth in limb lengthening], |
| − | airway wall growth in asthma | + | [http://biomechanics.stanford.edu/paper/MATER13.pdf airway wall growth in asthma], and |
| − | skeletal muscle growth | + | [http://biomechanics.stanford.edu/paper/BMMB15b.pdf skeletal muscle growth]. |
i have just introduced a new course, me334 mechanics of the brain, which was a tremendous success with both undergraduate and graduate students. within my twenty years of undergraduate and graduate teaching, i have always tried to challenge my students and create a stimulating atmosphere in class. for me, sharing knowledge with others and broadening my own horizon through interacting with students is one of the most rewarding experiences of being a professor at stanford! | i have just introduced a new course, me334 mechanics of the brain, which was a tremendous success with both undergraduate and graduate students. within my twenty years of undergraduate and graduate teaching, i have always tried to challenge my students and create a stimulating atmosphere in class. for me, sharing knowledge with others and broadening my own horizon through interacting with students is one of the most rewarding experiences of being a professor at stanford! | ||
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| + | [[Image:teaching02.jpg|720px]] | ||
spring 2015 | spring 2015 | ||
Latest revision as of 16:34, 6 June 2015
[edit] teaching experience
i am excited about teaching and lifelong learning. in all my courses, I strive to create a motivating, energetic, and engaging learning experience. at stanford, i have taught the core me undergraduate/graduate courses e14 statics, me309 finite elements, and me338 continuum mechanics. i have also introduced three new multidisciplinary undergraduate/graduate courses, me239 mechanics of the cell, me334 mechanics of the brain, and me337 mechanics of growth. prior to joining stanford, i taught linear and nonlinear finite element methods and linear and nonlinear continuum mechanics at the universities of hannover, stuttgart, and kaiserslautern. at kaiserslautern, i taught the undergraduate courses statics, dynamics, and strength of materials with an enrollment of 314 and 289 students. at eth zurich, i taught the undergraduate course mechanics with an enrollment of 155 students.
in my e14 statics course, students took photographs of themselves, to create free body diagrams, which we summarized in a youtube movie. in my mechanics course at eth zurich, the students wanted to copy this idea, and made a similar youtube movie. in my me337 mechanics of growth course, students work in groups on individual research projects. every year, we publish successful projects as peer-reviewed journal article: bone growth in a stanford tennis player, skin growth in plastic surgery, bone growth in response to gait, muscle growth in limb lengthening, airway wall growth in asthma, and skeletal muscle growth. i have just introduced a new course, me334 mechanics of the brain, which was a tremendous success with both undergraduate and graduate students. within my twenty years of undergraduate and graduate teaching, i have always tried to challenge my students and create a stimulating atmosphere in class. for me, sharing knowledge with others and broadening my own horizon through interacting with students is one of the most rewarding experiences of being a professor at stanford!
spring 2015