Scholars of Excellence

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"I believe my students are the stewards of our profession and I am humbled by their accomplishments. Teaching and mentorship are both science and art; where the two convene is where the magic happens. John Dewey (1916/n.d.) famously observed, “Art is 
neither merely internal nor merely external; merely mental nor merely physical. Like every 
mode of action, it brings about changes in the world." It is deeply satisfying that I had some 
small part to play in my students bringing about the changes that make our world better."

Dewey, J. (1916/n.d.). Democracy and education. Project Gutenberg.  
https://www.gutenberg.org/files/852/852-h/852-h.htm 

"My mentorship philosophy centers on fostering independent thinking, collaborative learning, and  professional growth. In both research and teaching settings, I emphasize a “learn by doing” approach, encouraging students to engage deeply with open-ended problems and to communicate their ideas effectively. I meet regularly with students—both individually and in small groups—to provide technical guidance, support their development of essential skills, and ensure a safe and inclusive 
research environment. I apply a tiered mentoring model, where senior graduate students mentor junior members, promoting leadership and peer learning. This structure has proven highly effective in building confidence and competence across experience levels. 

In the classroom, I design assignments that blend technical rigor with communication, including presentations, written reports, and design projects. I provide iterative feedback to help students refine their work and grow as professionals. In research, I encourage students to present at conferences, publish their findings, and pursue intellectual property when appropriate. I remain actively engaged with alumni, many of whom continue to collaborate on research or serve as guest lecturers.

My goal is to cultivate well-rounded engineers who are not only technically proficient but also capable of leading and communicating in diverse professional settings."

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"My mentoring philosophy rests on three pillars: individualized growth through scaffolded independence 
and clear milestones; rigor with compassion, where high expectations are paired with honest feedback and 
whole-person support; and career-focused integration that treats graduate students as emerging colleagues by placing their work within real research ecosystems, sponsor interactions, and professional networks. These pillars map directly to the Outstanding Graduate Faculty Mentor Award criteria. 

Since 2006, I have acted as major and co-major professor for 23 Ph.D. and 8 M.S. graduates and currently supervise 8 Ph.D. and 3 M.S. students. In the past five years I mentored and graduated 9 Ph.D. and 3 M.S. students. Our graduates move directly into impactful roles across academia, national laboratories, and the RF/semiconductor industry. In the last two years, four new Ph.D. graduates joined Skyworks (two), Qorvo (one), and USF (postdoctoral fellow); two recent M.S. graduates proceeded to L3Harris and to a Ph.D. program at UT Dallas."

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"Mentoring graduate students is one of the most meaningful and enduring aspects of my academic career. Over the past 20+ years, I have had the privilege of directly mentoring 37 
doctoral students and more than 50 master’s students across a range of disciplines. Each student brought a unique perspective, set of goals, and personal journey to their graduate 
training, and I was honored to support them in becoming independent scholars, professionals, and leaders. My mentoring philosophy is deeply rooted in respect, empathy, and a student-centered approach that prioritizes individual growth, support, academic excellence, and long-term success. 

I believe that mentoring is a privilege and responsibility that must be approached with deep respect for the role of the mentor, the institution, the training process, and most  importantly, the student. Respect for students means recognizing them as individuals with distinct goals, challenges, and potential. It means listening actively, engaging thoughtfully, and creating a safe and inclusive environment where they can thrive. 

My mentoring begins with understanding each student’s interests and expectations, 
aligning them with program goals, and collaboratively developing a plan for their academic and professional development. I learned during my own doctoral training that one of the 
most powerful tools a mentor can offer is to be available and to listen. Graduate students face a wide range of challenges including mental health concerns, family responsibilities, 
time management struggles, self-doubt, and academic pressures. Creating a space where students feel supported and heard is essential to their success."