I hold an M.S. in Electrical & Computer Engineering from Portland State University, with a GPA of 3.92/4.00. I earned an A in Physical Design of Digital ICs and received the OISSS Graduate Academic Excellence Honor. During my master's program, I served as a teaching assistant for Physical Design of Digital ICs for three months, supporting a class of approximately 40 undergraduate and graduate students.
As a TA, I held office hours, explained concepts individually, and assisted students...
I hold an M.S. in Electrical & Computer Engineering from Portland State University, with a GPA of 3.92/4.00. I earned an A in Physical Design of Digital ICs and received the OISSS Graduate Academic Excellence Honor. During my master's program, I served as a teaching assistant for Physical Design of Digital ICs for three months, supporting a class of approximately 40 undergraduate and graduate students.
As a TA, I held office hours, explained concepts individually, and assisted students with assignments, labs, design tools, and projects, both in person and online. I also graded assignments, exams, and projects. The course covered physical design from floorplanning through routing, along with static timing analysis (STA), and I helped students apply these topics in coursework and projects. For example, I helped a student troubleshoot and fix a timing-path issue they were struggling with. These experiences gave me practice identifying where students were stuck and adapting explanations to their understanding.
I currently work in a Physical Design and Signoff Engineering role, with experience in placement, clock tree synthesis, routing, STA, timing closure, and physical verification. My background also includes UPF, multi-voltage implementation, DRC/LVS, and formal equivalence checking. My tutoring focuses on VLSI, physical design, STA, digital IC design, and low-power concepts for college students and adult learners, including Physical Design and STA interview preparation. I also support CMOS, standard-cell concepts, and computer architecture fundamentals. I begin by understanding each student's goals, then use diagrams, worked examples, and guided problem-solving. In a timing lesson, we can trace clock and data paths, calculate slack, and discuss possible fixes and their tradeoffs. I then ask the student to explain their reasoning and try a related problem, helping them build understanding they can apply independently.
