Some of the work I value most is not a device: helping turn my room-lab into a shared research space, and helping other students take their first practical steps.
Before we had a dedicated laboratory, my room became one. The electronics setup was already there; over time, components, prototypes, robots and tools filled the space. It became a place where our team could build, test, debug and document its work.
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I learned because other people made time for my questions. Guiding juniors is one way I try to continue that support.
Read the chapter →The laboratory grew through my supervisor’s support, the team’s work and the university’s allocation of a space. My contribution included planning the central worktable, coordinating fabrication and organizing the move. The credit belongs to everyone who helped make the environment possible.
My teaching has included electronics, Arduino and Raspberry Pi, robotics, fabrication and the journey toward research documentation. Some students I guided now guide their own juniors. That is the kind of continuity I hope to support.
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