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Q: Can you tell us a bit about your background and how you became involved with HPU? 

A: I grew up in Bangladesh, in South Asia. My journey began as a Navy officer, where I served for about 14 years, ultimately retiring as a Lieutenant Commander. In 2014, I embarked on a new chapter, moving to Hawai'i to pursue my Ph.D. in Electrical Engineering at the University of Hawaii at Manoa. My research focused on microfluidics for healthcare technologies. After completing my doctorate, I began my postdoctoral research at Cornell University and UH Manoa, exploring entrepreneurship and renewable energy. A significant turning point came when I was awarded a TRISH (Translational Research Institute for Space Health) postdoctoral fellowship funded by NASA’s Human Research Program. This opportunity was my first exposure to space-related work. With this newfound passion for space, I transitioned into academia, becoming an Assistant Professor at Hawaii Pacific University. Here, I continued my work in space technologies while nurturing the next generation of engineers. 

Q: Wow, that is a truly incredible background. I'm sure that wasn't an easy feat as there has been such hard work and dedication leading you up to this point, but you make it sound so seamless. Can you continue to share your insights having gone through these phases and how it affects your teaching as an Assistant Professor at HPU? 

A: Before I began teaching, my career was shaped by various mentors who guided me to follow my passions. My research has always been geared toward solving human problems or addressing issues through engineering and technology. At HPU, I strive to blend academics with industry needs. Knowing my students are looking for good jobs, I tailor my teaching to develop the skills that employers seek, providing them with the resources they need to succeed. 

I structure my teaching around three key aspects: skill development, academic instruction, and mentorship. My goal is not just to teach but to guide my students from their academic work into successful industry careers. 

Q: I'm intrigued! How did you come to prioritize mentorship as one of your main focuses, and how have students responded to this approach? 

A: Last semester, I conducted a pilot test to see if I could instill mentoring skills in my students. I asked them to participate in skill-building activities. Initially, they were hesitant due to their full schedules, but eventually, a few agreed to join a competition with me as their mentor.

HPU is a smaller university, and these students were cautious and a bit intimidated about competing against teams from larger universities. I worked to instill confidence in them, and it paid off, proving that our students have great potential. I believe that if professors like me can give a little more of their time—beyond academic training—through mentorship, we can help students develop valuable job-seeking skills. This practice of mentorship can bring out the best in our students. The goal of the pilot test was to achieve this, and it was quite successful. 

Q: Can you provide a behind-the-scenes perspective on student success in recent competitions, especially as a smaller school competing against larger, well-known prestigious institutions? How did confidence and mentorship play a role in this success?

A: I’ll share one example among many from last semester. The Department of Energy hosted a competition on the HeroX platform, inviting university teams to create a business plan for energy technology. This exercise provided students with advanced skills in energy data, which encompasses not just engineering, but also economics and business factors. As students with technical backgrounds often find this interdisciplinary approach challenging, it helped that my experience in founding two startups allowed me to offer valuable advice on building business plans. This helped me mentor my students and give them a clear understanding of what they were getting into.

The competition had three phases. First, the students submitted a business plan, and upon success, advanced to the second phase, where 228 applicants were divided into 15 regional teams. HPU competed against West Coast universities, which typically have higher national ratings. Despite the stiff competition, HPU secured first place, becoming the only team from the region to advance to the finals in Austin, TX. There, multiple events prepared them for the final challenge, and competing against 28 student teams from top US universities, the HPU team secured third place. Through my mentorship, I provided comprehensive support, context, background, and insights into Return on Investment. 

Their success has inspired more students to compete, eager for the experience and skills gained through such mentorship. 

Q: We couldn't be prouder! Congratulations again on these major accomplishments. On that note, how has innovation influenced the recent developments within the engineering department? 

A: Innovation is closely tied to research. Last year, one of my students, Greg Ball, embarked on a project to develop a textile that could protect astronauts from lunar dust. This was a pressing issue, as lunar dust poses significant risks to both astronaut and equipment safety on the lunar surface. Together, my students and I worked on creating this innovative textile, integrating an on-demand fluidic metal screen to generate electrostatic forces to repel lunar dust. Though this project is still a work in progress, our goal is to develop a working prototype and test it in microgravity. 

Once we demonstrate its functionality in our lab and achieve successful testing in a simulated lunar environment, we plan to approach NASA for a grant to conduct tests, potentially on the International Space Station. This journey, from concept to potential space application, underscores the importance of combining research with practical innovation.  

Q: I hope so! It feels like you're on the right track with this path. This raises an interesting question: In promoting these innovative research projects, could you discuss any partnerships or collaborations that have contributed to the department's and students' success, as well as their exposure to the industry?

A: I firmly believe in the power of partnership and collaboration. Through external collaborations, such as with industry, faculty can help develop students to join a compelling future engineering workforce. We've submitted a proposal to the NSF aimed at broadening the participation of minority students in research through industry collaboration. As part of this initiative, I'm organizing an Industry-Academic Workshop with local companies in Hawai'i to bridge the gap between industry needs for an engineering workforce and our mission as educators to prepare brilliant engineers with the skills sought by industry.

These workshops will identify research topics companies are pursuing or areas where students can participate through faculty-advised projects at HPU. This approach allows students to gain and enhance their skills, making them highly desirable candidates for the local industry. 

In the future, I hope this collaboration will transform students’ capstone projects into real-world skills, preparing them to enter the workforce immediately upon graduation. The involvement of alumni in our efforts is invaluable. They can provide feedback, serve as industry partners, and offer mentorship. Our goal is to strengthen the relationships between students, industry, and alumni. Alumni who provide one-on-one guidance to students are immensely beneficial. 

Q: In conclusion, what do you believe sets the engineering department apart from other programs, and what do you envision for its future growth and success? 

A: The NSF has recently published a report on the representation of different minorities in STEM fields. Across Hawaii, the Pacific Islands, and other parts of the U.S., minorities are significantly underrepresented in STEM, particularly in engineering. This underrepresentation presents a unique opportunity for Minority-Serving Institutions (MSIs) like HPU. Minority students at smaller institutions like ours are crucial in filling these gaps.

Our engineering department is relatively new, but its achievements over the past few years highlight our tremendous potential. We focus on fostering diversity and inclusion, and the innovative potential of engineering to solve many human problems underscores the demand and need for this field. This focus sets us apart from many other programs. Our commitment to providing personalized mentorship and real-world experience through industry partnerships ensures that our students are academically prepared and equipped with practical skills highly sought after by employers.  

Engineering is omnipresent, and the demand for skilled engineers continues to grow. At HPU, we are uniquely positioned to meet this demand by cultivating a diverse and talented pool of future engineers. Looking ahead, I envision our department growing both in size and reputation, becoming a leader in producing innovative, resilient graduates ready to tackle the challenges of tomorrow's world. Our future growth and success will be driven by our commitment to excellence in education, research, and community engagement.