Spring Semesters
ENE 428: Air Pollution Fundamentals (junior and senior undergrads, and graduate students)
Quantitative overview of air pollution, and the physical and chemical processes that describe its behavior: air pollutant emissions sources, emissions control techniques, transformation of pollutants in the atmosphere (atmospheric chemistry), transport of pollutants in the atmosphere, pollutant deposition, air pollutant modeling, policies targeted at mitigating air pollution and climate change
Fall Semesters
ENE 527: Climate Change and Atmospheric Aerosols (graduate level)
Climate change; climate science fundamentals; Earth’s energy balance; greenhouse gas dynamics; greenhouse gas emissions inventory development, climate change mitigation and adaptation strategies, fundamentals of airborne particles; climate‐aerosol interactions.
Teaching Philosophy
I believe the most important part of my teaching should be cultivating students’ interests in environmental engineering and applying what they learn to solve real-world problems. Therefore, in addition to traditional lectures, I have adopted or plan to adopt the following three teaching approaches.
Firstly, I invited industry experts for guest lectures and gave students opportunities to network with them, so that the students can learn more about how they can apply what they learn in class to solve real-world problems. I showed students their career options in environmental science and engineering by providing my and others’ experience as an example and encouraging them to pursue a career that makes positive societal changes and improves public health.
Secondly, I utilized my work and research experience to design interesting hands-on projects and assignments. For example, my research team at the California Air Resources Board supports many first-of-its-kind regulations to mitigate climate change and air pollution. I had my students work on course projects that solve real problems that these public agencies are facing.
Lastly, I shared with students the latest and classic research papers and reports, ask them to take turns in leading group discussions, and encourage them to express their opinions. I also welcome students to participate in my research projects if our interests align.