• Granted early tenure and promotion to the rank of Associate Professor after 5 years as Assistant Professor

• Maintained an active and diverse research program, supervising several graduate students• Served as the instructor of record for 4 undergraduate or graduate-level courses per semester• Rated as high as 4.00/4.00 (on average) based on end-of-semester student feedback • Proposed and developed two new courses: EGME 402 (Analytical Dynamics) and EGME 430 (Introduction to Continuum Mechanics), both senior/graduate-level electives

• Served on a team of several TA’s for an undergraduate-level Introductory Dynamics course with anywhere from 250-500 students per semester• Engaged students in the course material by developing and coordinating an open-ended, semester-long, project-based learning exercise on air resistance in sports• Used interpersonal and communication skills to help students understand difficult concepts during weekly discussion sections, office hours, and through an online class forum• Consistently added to university’s “List of Teachers Ranked as Excellent by Their Students” based on the results of student evaluations (rated as high as 4.8/5.0 on average based on end-of-semester student feedback)

• Collaborated in the development of a custom finite element code (the first of its kind) to simulate intergranular void growth under the combined effects of surface diffusion, grain-boundary diffusion, and bulk creep, enabling accurate prediction of rupture in high-temperature alloys• Solved a long-standing problem within the nuclear engineering community by applying micromechanical models of rupture to data for high temperature alloys• Personally designed a method to calibrate the six material parameters of a combined transient and steady-state creep constitutive model to alloys 230 and 617 at 800°C and 900°C using experimental creep test data provided by colleagues• Implemented said model in Abaqus (via UMAT) and used it to simulate the fields ahead of a stationary crack tip in the presence of transient and steady-state creep

• Served as the Instructor of Record for an undergraduate-level Introductory Dynamics course• Emphasized high-level comprehension of the material by presenting concepts in order, ab initio• Engaged students by illustrating advanced concepts (such as angular momentum) with in-class experiments, demonstrations, and activities• Engaged students in the course material by developing and coordinating an open-ended, semester-long, project-based learning exercise on air resistance in sports• Supervised one teaching assistant, who helped with grading and held office hours• Consistently received positive student feedback (rated as high as 4.2/5.0 on average based on end-of-semester student feedback)

• Helped students in a graduate-level Solid Mechanics course understand difficult concepts by providing detailed feedback on graded assignments and holding office hours on a weekly basis• Received positive student feedback (rated 4.0/5.0 on average based on end-of-semester student feedback)

• Served on a team of several TA’s for an undergraduate-level Heat Transfer Laboratory• Assisted students in applying what they had learned in lecture to real-world thermodynamic systems by facilitating laboratory experiments on a bi-weekly basis• Helped students develop better technical communication skills by providing detailed feedback on graded laboratory reports• Added to university’s “List of Teachers Ranked as Excellent by Their Students” based on the results of student evaluations (rated 4.6/5.0 on average based on end-of-semester student feedback)

• Wrote several Matlab programs to apply reliability-based design optimization to the metal sheet rolling process, supplementing existing code

• Offered tutoring in over thirty engineering, physics, mathematics, and computer science courses ranging from the 100-level to the 400-level as part of a university-wide tutoring center • Used interpersonal and communication skills to help students understand difficult concepts

• Served on a team of several TA’s for an undergraduate-level Engineering Physics Laboratory• Assisted students in applying what they had learned in lecture to real-world mechanical systems by facilitating laboratory experiments on a weekly basis• Helped students develop better technical communication skills by providing detailed feedback on graded laboratory reports

• Identified the algorithms used in an undocumented (and long-dormant) Visual Basic program that did computations for refrigeration coil design using knowledge of thermodynamics• Incorporated algorithms for three additional refrigerants, making the program up-to-date• Enabled other engineers to update the program in the future by writing a manual (17 pages) detailing the process, and created an Excel spreadsheet to do all of the necessary calculations

• Enabled engineers to simulate the mechanical response of a proprietary material by modeling, pro bono, its constitutive behavior in Pro/ENGINEER Mechanica (now PTC Creo)• Conducted a finite element analysis validation test on the actual material in Saint Louis University’s Structures Laboratory to check the results

• Improved quality by writing a C++ program (6,114 lines) to assess whether a given product complies with the ASME Boiler and Pressure Vessel Code and to print a written report• Enabled other engineers to modify the program in the future, if necessary, by writing a detailed manual (40 pages) on the C++ programming language

• Increased efficiency by enabling batch processing of tedious Pro/ENGINEER Wildfire (now PTC Creo) tasks with the use of Distributed Pro/BATCH, a built-in batch processing tool• Wrote a detailed manual (25 pages) on Distributed Pro/BATCH for future reference• Modeled, using Pro/ENGINEER Wildfire, a hardware casing for a certain product, and was able to see the finished product the following summer