I strive to help students cultivate an adaptable skill set based on problem decomposition, a quantitative understanding of foundational theories, and, most importantly, intuition about the physical nature of both compressible and incompressible fluids. ​​My teaching philosophy emphasizes the University Design Learning approach to curriculum planning that makes learning engaging and accessible to a wide range of learners with different strengths and needs. I  operationalize this by using visuals and animations to activate background knowledge and vocabulary, establishing several forms of student assessment, and providing multiple means of engagement to fuel student autonomy.