Research interests: Mechanical characterization of biological interfaces, design of bioinspired materials, modeling of biological interfaces, natural biopolymer-metal complexation, model-informed in vivo bioreactor biomaterial design, biophysical control of induced pluripotent cells
Research interests: Computational Fluid Dynamics (CFD) within a coastal or riverine setting. In particular: Fluid-structure interaction including the modelling of floating bodies and green water overtopping; Wave interaction with coastal structures such as wind turbine bases or caisson breakwaters, Development and use of effective numerical algorithms for solution of the free surface Navier Stokes equations; Wave loads on structures and moored bodies; Development and use of reduced dimension (shallow water) models both hydrostatic and with higher order dispersion effects; Development and use of numerical storm surge models; Modeling of wave breaking; Swash zone modelling; Development and use of hydro-morpho-dynamic models in a coastal setting.
Research interests: aeroelasticity (experimental and theoretical), design based on constructal theory, fluid-structure interaction, structural dynamics, thermodynamics.aeroelasticity (experimental and theoretical), design based on constructal theory, fluid-structure interaction, structural dynamics, thermodynamics.
Assistant Professor Secondary Appointment
Stephen Secules uses critical qualitative, video-based, participatory, and ethnographic methods to look at everyday educational settings in engineering and shift them towards equity and inclusion. He has ongoing research projects related to the critical analysis of dominant cultural norms in classroom spaces and facilitating critical reflection on co-curricular support practice.
Stephen holds an interdisciplinary Bachelor of Engineering, a Master of Science in acoustics, and 5 years of industry experience in acoustical engineering. He completed a Ph.D. in Curriculum and Instruction at the University of Maryland, where his dissertation (co-chairs Ayush Gupta and Andy Elby) focused on culture and equity in engineering education. After his Ph.D., Stephen spent a year each respectively at the University of Georgia and Purdue University working as a visiting/ research faculty in engineering education.
Stephen is a former Chair of the American Society of Engineering Education Student Division and a recipient of the Educational Research and Methods (ERM) Division Apprentice Faculty Grant. He has served on the ERM Best Paper and Best Diversity Paper committees and the Accelerating Systemic Change in Higher Education Network Committee on Equity and Inclusion.
Assistant Professor Secondary Appointment
Research interests: Human-Centered Design Methodologies, Complex Systems Design, Engineering Design Education, Faculty Development, and Graduate Student Experiences.
Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Strong completed her doctorate in aerospace engineering at Georgia Tech in spring, 2014. While a doctoral student, Strong was a National Science Foundation graduate research fellow and a member of the Cognitive Engineering Center. The goal of her doctorate research was to improve students’ abilities to think more broadly about complex systems design and to take into account stakeholder-related considerations within their design projects. Prior to attending Georgia Tech, Strong received a bachelor’s degree in aerospace engineering from MIT (2007) and a master’s degree in systems engineering from the University of Virginia (2010). For her master’s degree work, she developed a mixed methods research design to examine undergraduate engineering students’ prior knowledge about interdisciplinary approaches to design and problem-solving. Strong comes to FIU after completing a postdoctoral fellowship at Georgia Tech’s Center for the Enhancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of Engineering in Massachusetts. Strong’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems.