My projects are organized chronologically to reflect my growth as an engineer — from early curiosity-driven builds to more technical, collaborative work. Each category represents a different stage in how I’ve developed my engineering mindset, skills, and motivation to build.
These projects predate high school and represent the foundation of my engineering mindset. They grew out of pure curiosity taking things apart, modifying everyday objects, and learning how systems worked through trial and error. This early hands-on exploration sparked my interest in building and problem-solving and laid the groundwork for the way I approach engineering today.
My high school projects reflect how that early curiosity evolved into purposeful creation. Many of these were self-initiated passion projects, built not out of requirement but out of genuine interest in the engineering process. They were some of the most enjoyable projects I’ve worked on, allowing me to apply my skills creatively while building things that were both functional and meaningful to me and others.
These projects represent my transition into formal engineering education. Through coursework and team-based design projects at UC Irvine, I developed stronger technical foundations in CAD (SolidWorks), manufacturing, electronics, and system integration. This phase also strengthened my ability to collaborate in group environments, take on leadership roles, and communicate design decisions effectively.
My personal projects are where passion and engineering intersect most clearly. While they may not always be the most technically complex, they are the projects I’m most proud of because they’re driven entirely by curiosity and intrinsic motivation. A common theme across these builds is continuous iteration I often revisit, refine, and expand on projects in my free time. These projects reflect how I naturally think as an engineer: identifying everyday problems and developing simple, practical solutions to improve functionality and usability.
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