Teaching

Student Testimonials (across design & manufacturing courses)

• “Eric makes you feel smart, which makes you enjoy your work and want to come back to it more.”

• “He is really smart when it comes to technical issues.”

• “Eric honesty discussed design choices, and encouraged me to question my design and come up with better ideas.”

• “Eric's lecturing style is great. He is obviously passionate and energetic.”

• “Eric is one of my most understanding and caring instructors to date. He truly strives to make this course accessible to as many students as possible, regardless of background.”

• “He had a very calming presence and always made the class more positive!”

• “I appreciated Eric's dedication to teaching--I really felt like he cared about me as a student.”

Courses Taught (at Stanford, MIT, and an elementary school)

Stanford “Organizing for Good”

Lead Instructor, 2021 (one term, fully virtual)

• Management Science & Engineering (MS&E 188), 32 students

• Adapted this course for fully virtual instruction with Stanford visiting students located on six continents

• Developed by Professor Pamela Hinds, this discussion and project-based course examines ways of thinking about when, how, and under what conditions organizations are "doing good" and the intended and unintended impacts that they have on various groups. Students analyzed the activities of a chosen organization alongside their own values and purpose to identify ways in which they may go forth and "do good."

Stanford “Design & Manufacturing”

Lead Course Assistant, 2018-2019 (three terms)

• Stanford Mechanical Engineering (ME 103/203), 60-80 students per quarter

• The foundational design and manufacturing course for Stanford engineering undergraduate and graduate students. Students gain practice in milling, turning, casting, welding, and rapid prototyping, then design and produce a product of their own creation

• Work closely with Professor Beach to create ME103, a revised undergrad-only version of ME203 with a "chapter" structure and tighter project scoping to facilitate more student reflection and greater equity in the cost to participate in the course

Stanford Product Realization Lab

Course Assistant, 2017-2018 (three terms)

• Stanford-wide makerspace, >1,000 students per year

• "On duty" 20 hours per week. Ensured safety and coached students in design and making in the campus machine shop, woodshop, foundry, plastics area, welding area, and rapid prototyping space (3D-printers, laser cutters, electronics, etc.)

MIT “D-Lab Earth / Biodiversity”

Co-Instructor, 2012-2016 (five terms)

• MIT Edgerton Center (EC.714), 6-12 students per term

• A project and community-based design course at the intersection of environmental sustainability, biodiversity conservation, and human well-being

• Co-developed and co-taught this course with Ariel Phillips and Jessica Huang

MIT “Design for Scale”

Co-Instructor, 2013-2015 (three terms)

• MIT Mechanical Engineering / Edgerton Center (2.729/EC.729), ~20 students per term

• A project and client-based design course in which student teams redesign existing impact-focused hardware prototypes for manufacturing and distribution at scale

• Co-developed and co-taught with Harald Quintus-Bosz (CTO, Cooper-Perkins), Kate Bergeron (VP hardware engineering, Apple)

MIT “Toy Design" / "Intro to Design"

Lab Instructor, 2014-2016 (three terms)

• Mechanical Engineering (2.00/2.00b), coached one team per term (~5 students)

• Project-based introductory design courses for freshman and sophomores in ME led by Professors David Wallace and Maria Yang

4th-6th Grade “How Stuff Works” & "Chain Reaction Contraption"

After-school Teacher, 2010-2011 (three terms)

• The Advent School (K-6th grade) Afterschool Program

• Co-taught "Chain Reaction Contraption" with Natalie Brubaker