Teaching Philosophy There are two reasons that I choose to teach. The first reason is that teaching makes me happy. After I completed my undergraduate degree, I worked as a field application engineer in a small microcontroller IC distributor. My job was to provide technical assistance to customers, mainly design engineers, because the microcontroller required some basic knowledge to use its functions. While I supported them, I not only taught them but also learned from them. I found my life worth living through helping others. The second reason is that it can be a good way to serve. What I learned from my value system is that I should use my skills and experience to contribute my community. Expertise Recently, studying renewable energy has become necessary and power electronics has been gaining attention. Part of power electronics is the use of a microcontroller to control power devices and provide proper system response. I want to teach not only power electronics related courses, but also microcontroller system design through real life applications such as motor speed control, and power conversion from renewable energy to useful energy. Relationship The teacher’s passion for students and the content of a class can be revealed through the lesson. The basic element for that kind of passion is love for the students. One example is that one of my professors at college memorized students’ names, which was very impressive to me at that time. Through the whole semester, a teacher should observe students’ progress. Not every student achieves the goal, but every student should be encouraged and expanded to their next step as a life-long learner. Ever since I got a book from one of my middle school teachers, I became a life-long reader. When I was a team leader in the International Future Energy Challenge (IFEC 2007), I organized meeting schedule and taught one of team members to design microcontroller in very detailed steps, because he didn’t have experience about it. Integration of Responsibilities The main missions of university faculty are teaching, research, and public service. I believe how to make these missions balance is the key. I have balanced these areas by working in the lab. I worked with one or two colleagues for every project. I shared my knowledge and taught each others. Then I built great relationship with them. Finally, the research results were published in either journal paper or presented in the conferences. In the University of Connecticut, I want not only to teach students in Electrical Engineering courses, but also to be a mentor and a role model. Undergraduate Level Course : • Fundamental Energy Conversion System • Microcontroller Applications • Operational Amplifier Circuit Design • Power Electronics • AC Power System Analysis Graduate Level Course : • Power Converter Modeling and Control • Advanced Power Inverter Modeling and Control • Renewable Energy Conversion and Integration • Microgrid modeling and control • Power Conditioning System Modeling and Control