About

Surupa Shaw is an Instructional Assistant Professor in the Department of Multidisciplinary Engineering at Texas A&M University. She holds a Ph.D. in Mechanical Engineering from the University of New Hampshire and a B. Tech in Ocean Engineering and Naval Architecture from the Indian Institute of Technology, Kharagpur, India. Her research interests include Computational Fluid Dynamics, Heat Transfer, Applied Mathematics, Numerical Modeling and Simulations, Nanotechnology, and Mechanical Design. She is involved in advancing knowledge and education in these areas within the College of Engineering at Texas A&M University.

Research topics

• Computer Science
• Engineering
• Economics
• Materials science
• Environmental resource management
• Organic chemistry
• Human–computer interaction
• Psychology
• Composite material
• Nanotechnology
• Chemical engineering
• Environmental economics
• Environmental science
• Mathematics education
• Metallurgy
• Marine engineering
• Multimedia
• Chemistry
• Telecommunications
• Natural resource economics

Selected publications

• Recognizing Inflection Points in Engineering Identity Formation

  2026-04-03

  articleOpen access1st authorCorresponding

  Engineering identity is not built in a single moment but through a series of experiences that shape how students perceive themselves as engineers.Among these experiences, inflection pointscritical moments of challenge, discovery, or transformation-play a pivotal role in influencing persistence, confidence, and professional growth.This conceptual paper with a single illustrative case examines how such inflection points emerge during the undergraduate journey, from early coursework and project-based learning to internships, research opportunities, and mentorship experiences.Drawing on student narratives, reflective practices, and existing frameworks in engineering education, the study identifies patterns in when and how inflection points occur, as well as their impact on students' evolving sense of belonging, capability, and purpose within the field.By recognizing these moments, educators can better design interventions that foster resilience, encourage self-efficacy, and create inclusive environments that support diverse pathways into engineering identity.The paper concludes with recommendations for integrating practices that intentionally cultivate positive inflection points, thereby strengthening the pipeline of confident, adaptive, and socially aware engineers.

  PublisherOA PDFDOI

• Advances in Steam Generation Efficiency: A Review for Sustainable Power Production

  2026-01-01

  articleSenior author
  PublisherDOI

• Catalyzing Identity Shifts in Engineering Through Targeted Professional Development

  2026-04-03

  articleOpen access1st authorCorresponding

  Engineering identity develops through the interplay of cognitive, affective, and professional experiences, yet many students struggle to translate technical learning into confidence and professional growth.This paper demonstrates how targeted professional development can catalyze identity shifts by fostering key inflection points.A survey analysis revealed two main findings: students engaged in mentorship and project-based activities showed enhanced problem-solving skills and adaptability, and reflective practices strengthened self-awareness and a sense of belonging in the engineering community.By addressing the common challenge of student disengagement, the study shows that intentional professional development interventions can increase motivation, resilience, and professional readiness.These insights highlight the importance of embedding structured growth opportunities within engineering education to cultivate confident, socially aware, and adaptive engineers equipped to navigate complex, real-world challenges.

  PublisherOA PDFDOI

• The Impact of Classroom Learning in Smaller Classroom Sizes

  2025-04-29

  articleOpen access1st authorCorresponding
  PublisherOA PDFDOI

• WIP: Fostering Professional Skills Development through Application in Core Engineering Subject Courses: A Pathway to Holistic Student Development

  2025-04-29

  articleOpen access1st authorCorresponding

  After 23 years in Telecom building LD, internet, and email platforms and networks, I observed that the front line personnel that I was hiring didn't have what I considered to be skills that they should be bringing to the table.I began investigating why, and that led me to high school.Alas, I began my journey in Education in 2010 inhabiting the classrooms of Lovejoy High School, where my two daughters attended.I redubbed my PreCalculus course as Problem-Solving with Brooks and was also afforded the opportunity to lead an impactful Project Lead the Way (PLTW) Principles of Engineering (PoE) course, a project-based learning survey of the engineering discipline.Since the Summer of 2015 I have been privileged to work with the Texas A and M Sketch Recognition Lab (TAMU SRL) to evaluate a couple of online tutorial tools (Intelligent Tutoring Systems (ITS)) currently under development, Mechanix and Sketchtivity, that provide immediate constructive feedback to the students and student-level metrics to the instructors.I presented on this work at the state and national PLTW Conventions and at CPTTE in 2016.I also spent 5 semesters beginning the Fall of 2015 taking online courses learning how to construct and deliver online courses.This resulted in a MSEd from Purdue University in Learning Design and Technology (LDT).This widely varied background prepared me well for my next big adventure.

  PublisherOA PDFDOI

• Fearless Coders: Empowering Students in Programming Mastery

  2025-08-21

  article1st authorCorresponding
  PublisherDOI

• Provision of the practical learning environment via application-based projects integrated with the undergraduate engineering curriculum.

  2024-02-08

  articleOpen access1st authorCorresponding

  Abstract Abstract— The integration of real-world application-based projects in the undergraduate engineering curriculum is becoming popular with many educational institutions. The incorporation of learning via real-world projects provides the students with the much-needed confidence as problem solvers for the community. The need for finding a project to apply the engineering principles learnt as course content, makes the learning process relevant and motivating. The students automatically become responsible for discovering new optimal solutions through their engineering expertise, while simultaneously developing an appreciation for selecting the precise problem area that needs immediate assistance. This paper focuses on the significance of providing a professional experience to the undergraduates through application-based projects, that allows them to utilize their engineering skill-sets for functioning as technically versatile engineers, after graduation. The application-based projects also highlight the creative engineering element among undergraduates, in the form of obtaining long-term sustainable solutions. This paper explores the effectiveness of the project-based learning over the traditional lecture-based learning methods. It is showcased in this paper that project-based learning methodologies certainly leads to better retention of the course content while developing our undergraduates into versatile engineers. A good engineer should not only be equipped with the thorough knowledge of engineering principles, but should also be creative, resourceful, team-worker and capable of adapting ethically to the given circumstances, that they can undoubtedly attain via application-based projects. It might be a little demanding to find the appropriate project, as per the engineering curriculum guidelines, but it is worth the positive and valuable experiences of the undergraduate students. Active participation in project-based learning supports the development of engineering student’s professional and technical skills. Application-based projects not only add value to the learning process, but also provides the priceless perspective to the undergraduate students for understanding and evaluating the engineering curriculum, while allowing their professors to better support their development. Keywords—Alternate learning strategies, Application-based projects, Active Learning.

  PublisherOA PDFDOI

• Advanced Flow Control Innovations for Optimizing Wind and Water Turbine Performance: Toward Sustainable Energy Solutions

  Journal of Fluid Flow Heat and Mass Transfer · 2024-01-01 · 1 citations

  articleOpen access1st authorCorresponding
  PublisherOA PDFDOI

• Maximizing the Aerodynamic Performance of Wind and Water Turbines by Utilizing Advanced Flow Control Techniques

  Proceedings of the World Congress on Mechanical, Chemical, and Material Engineering · 2024-08-01

  articleOpen accessSenior author
  PublisherOA PDFDOI

• Impact of Satellite Campuses on Undergraduate Student Experience in Comparison to Big University Campuses

  2024-08-04

  article1st authorCorresponding

  Abstract The primary purpose of a Satellite-University campus structure is to make higher education easily accessible to a diverse group of students in remote locations. The satellite campus aims to provide the same wholesome College / University experience as any other large University campus. The college experience is one of the most exciting and transformative times in a student's life. The students not only look forward to a quality education in a discipline of their choice, but also get to explore their true calling in terms of gaining, understanding, and honing their skillsets towards their dream career, while cultivating strong dependable relationships with their fellow collegemates. The Satellite-University campus may feel like a scaled down version of the regular big University campus, but in theory it is expected to provide the same resources for labs, same if not better-quality higher education, similar student opportunities for internships, projects, conferences, etc., in industry and academia. The students graduating from satellite campuses should feel the same confidence in securing their dream job, like any other big-University graduate, based on the knowledge and skills they have acquired during their years at the Satellite University campus. The path to success of a diverse group of undergraduate students in a remote location, with the primary aim of effective provision of higher education, is a combination of a few hurdles, failures, and many successes in a satellite campus. This paper provides an insight on the impact of higher education on undergraduate students attending satellite campuses in comparison to students enrolled in a regular University with a large campus.

  PublisherDOI

Frequent coauthors

• Dominga Guerrero

  South Texas College

  8 shared

• Kristi Shryock

  Texas A&M University

  4 shared

• John McHugh

  University of New Hampshire

  4 shared

• Edwin Javier Cortes

  2 shared

• Debjyoti Banerjee

  Walker (United States)

  2 shared

• Omar Tapia

  1 shared

• Anurupa Shaw

  CEA LETI

  1 shared

• Mark Perez

  Don Honorio Ventura State University

  1 shared