Alloy Theory Laboratory · University of Wyoming
Building physical intuition, computational fluency, and the confidence to solve open-ended engineering problems.
Teaching philosophy
I genuinely enjoy teaching and mentoring. The most valuable classroom moments occur when students work out an idea for themselves rather than only receiving an answer. I often begin with a real engineering question—why an alloy failed, how irradiation changes a reactor material, or what controls heat flow—before developing the underlying theory.
Because modern materials engineering is both physical and computational, I integrate hands-on analysis where appropriate. Students should leave a course able to explain the physics, interrogate data, use relevant tools responsibly, and communicate what their results mean.
Courses
ME 4203 / ME 5203
An engineering treatment of materials selection and degradation in nuclear environments, connecting atomic-scale mechanisms with microstructure and component performance.
Future course offerings, syllabi, learning resources, and selected student projects will be added here as they are scheduled.
Learning approach
Course activities are designed to move between physical reasoning, quantitative analysis, and engineering judgment.
Use structure–property reasoning and limiting cases to understand what a model predicts before calculating.
Where appropriate, work with simulation or data-analysis tools that reflect research and industry workflows.
Evaluate assumptions, uncertainty, and evidence rather than treating a numerical result as the final answer.