How does one develop an effective teaching style or philosophy? To some extent, the methods of old masters may be extracted, and I am fortunate to have been exposed to some of the best educators of our time. Certainly mastery of the topic and both breadth and depth of knowledge are crucial. My individual research work and industrial experience have proven invaluable to this end. Organization and preparation have no substitute, and I have found that the quality of my lectures is directly proportional to the time spent in these tasks. I have discovered, however, that a person's style must largely be an individual attribute.

I have also found that it is important to link theories and techniques to situations that closely resemble the working environment. Students' appetite for real-life experiences is insatiable: they want and need to experience for themselves the application of theories in the fabrication of a product or a system. Thus, I require design projects intended to re-create a genuine working environment where the goal is to design and fabricate a useful device, where problems and even solutions are unclear, where engineers work in groups, and where the rewards are dependent upon the effectiveness of the solutions.

Beyond creating real-world experiences, I try to make learning enjoyable. I like to interject play-acting and humor into my lectures, especially about family, friends, students, myself, and life. I believe that bringing a certain lightness to lectures can put students at ease by showing that a professor can laugh, make mistakes, and generally lead life as a human being.

But the lightness must be combined with approachability. One of my favorite ways to overcome the intimidation some students feel is to visit the freshman graphics laboratory and talk to students about careers, life, their backgrounds and hobbies. My students must be given the same consideration and respect accorded to my colleagues and myself. This belief, a legacy from my Asian martial arts training, has benefited me immensely all through my life.

The most successful aspects of my life and career can be attributed to the efforts and advice of a few key people who cared enough to see me do well. I feel compelled to return this service to the following generations. I sometimes silently look through my classroom or research laboratory and admire those gifted with more ability than myself. These are the people who will become the best in their fields. The opportunity to have a positive influence on their careers and lives, and to perhaps find a place in their fondest memories, will be the reward for my efforts at the university.