Teaching

From September 2021 to December 2023, I worked as a Graduate Teaching Assistant at the University of Sheffield, supporting undergraduate practical teaching in The Diamond engineering laboratories. My work included helping lab leaders set up experimental rigs, demonstrating and explaining engineering experiments, answering student questions, marking lab sheets and supporting routine lab administration including attendance, and health & safety.

Laboratory roles included the Fluids Lab, Thermodynamics Lab, Electronics and Control Lab, and Aerospace Simulation and Propulsion Lab.

• Summer 2022 - Supervisor, Sheffield Undergraduate Research Experience (SURE): Exploring epistemic quantification uncertainty in turbulent flow for multi-element aerofoils. A summer research project using SU2 and eigenspace perturbations to quantify turbulence-model uncertainty and identify informative locations for sensor placement.

• Summer 2024 - Co-supervisor: Towards Data-driven Boiling Models for Nuclear Thermohydraulics Applications. A student research project exploring data-driven approaches for improving boiling-model prediction in nuclear thermal-hydraulics contexts.

• 2025/26 - Supervisor, MEng Mechanical Engineering Dissertation: Investigating Symbolic Regression for Bubble Departure Diameter Prediction in Subcooled Flow Boiling. A final-year dissertation developing interpretable symbolic-regression models for bubble departure diameter prediction in subcooled flow boiling.

Since September 2025, I have acted as a personal tutor for a group of five first-year Mechanical Engineering students, including home and international students. Tutorials are primarily weekly small-group meetings, with occasional one-to-one support where students need a more individual conversation.

The tutorials support students’ transition into university study, including academic expectations, workload management, reflective development, and confidence in their academic progression. Early meetings use activities such as MySkills self-assessment to help students identify strengths, areas for development, and practical goals.

My approach is facilitative and inclusive: I encourage peer discussion, signpost relevant engineering opportunities such as student societies, provide shared follow-up resources, and use suitable tutorial spaces to make discussion more comfortable. The aim is to help students feel able to ask questions, discuss challenges, and take increasing ownership of their learning.

I contributed to assessment and feedback for AER324 Aircraft Dynamics and Control across two academic years in 2022-2023. The coursework required third-year undergraduate and MSc students to write a 2000-word technical report analysing flight-test data and evaluating aircraft stability. In 2023, approximately 190 reports were submitted, with two markers completing grading within a two-week period; I marked around half.

My feedback practice focused on clarity, consistency, and feed-forward guidance. Assessment followed a structured marking scheme, and in the second year I developed a detailed marking spreadsheet to improve transparency across a large cohort. Written feedback was provided for each report, with comments designed to be specific, actionable, and balanced between technical critique and confidence-building.

Beyond formal coursework marking, I adapt feedback to support independent learning in personal tutorials and research supervision. In tutorials, this includes structured formative feedback on reflective writing; in SURE and final-year projects, feedback focuses on helping students navigate uncertainty, discuss limitations, and adapt their approach when methods do not work as expected.