Key Insight #3: Systems Design & Engineering Stewardship
During the first semester of my senior year, I enrolled in CSCE 311 (Operating Systems), a class that deepened my interest in how complex systems are structured, maintained, and scaled. This course required a deep understanding of software/ hardware interfaces, process scheduling, memory management, system calls, and concurrency. For my final project in CSCE 311, I designed and implemented a RISC-V operating system (OS), developing kernel-level functionality that managed process execution, memory allocation, and basic system services. Rather than interacting with pre-built environments, I was tasked with constructing core components of an OS from scratch; this project required careful reasoning about efficiency, modularity, and correctness under constrained resources. Debugging demanded precision and patience, reinforcing the importance of writing structured, maintainable code. For my within-the-classroom (WTC) artifact, I have included the documentation and source code from this implementation below:
WTC Artifact. A hyperlinked QR code for the RISC-V OS repository.
Despite the technical rigor of this project, its impact initially felt bounded within the scope of the course. The OS functioned correctly and satisfied requirements, but it existed primarily as an academic exercise. I began to question what distinguished a successful class project from a system intended for sustained, real-world use. That distinction became clearer through the continued development of my tool, Bitstream-Level Abnormality Detection for Embedded Inference (BLADEI), which began as part of my undergraduate research with Dr. Rasha Karakchi during my junior year. BLADEI has slowly evolved into a structured framework designed to detect abnormalities in FPGA bitstreams used for embedded machine learning inference. The tool analyzes bitstream-level behavior to identify anomalies that may indicate malicious modification, functional corruption, or unexpected architectural deviations in reconfigurable hardware systems.
Unlike coursework with defined endpoints, BLADEI required sustained ownership, iterative refinement, and consideration of future users beyond my immediate research environment. For example, I recently transitioned the pipeline to support quantized models, expanding compatibility across embedded platforms while improving computational efficiency. This shift required me to think beyond proof-of-concept functionality and toward scalability, portability, and performance optimization.
Concepts from CSCE 311 directly informed this work. The RISC-V operating systems project taught me to approach systems through modular architecture, deliberate resource management, and predictable execution behavior. I applied these principles to BLADEI’s design, structuring the pipeline for maintainability and reproducibility rather than short-term experimentation. What began as an exploratory research effort matured into research infrastructure intended to persist and evolve. Presenting BLADEI at conferences such as SC25 further reinforced this transition. Preparing the framework for public presentation demanded technical validation, structured documentation, and anticipation of how other researchers might extend or critique the system. Through this process, my role shifted from conducting research to stewarding a technical platform. For my beyond-the-classroom (BTC) artifact, I have included a link to the documentation and source code of my tool below:
BTC Artifact. A hyperlinked QR code for the BLADEI repository.
Ultimately, my experiences at SC25 provided a real-world setting in which the lessons from PHIL 325 became tangible and immediately relevant. PHIL 325 reshaped my view of engineers not only as technical problem-solvers, but also as leaders and communicators, responsible for how their work is understood and applied. The connection between structured ethical reasoning and professional discourse became evident as I transitioned from classroom presentations to public-facing conversations. This experience strengthened my confidence and reinforced the importance of responsible advocacy in engineering practice.
Overall, I learned that ethical awareness and technical communication are essential for advancing work beyond individual contribution. This key insight changed how I approach professional engagement. Rather than focusing solely on implementation, I now prioritize clarity, responsibility, and audience awareness when presenting and discussing technical ideas.
Additional Photos & Materials:
Photo 1. This photo highlights Dr. Karakchi and I, as we reflect on the work we've accomplished together.
Material 1. This is the summary of the poster I presented during the ACM SRC at SC25. It is the very first publication for my tool, BLADEI.
Material 2. This is the final paper for the work I presented during the webinar series of IEEE SoutheastCon 2026. It is the next publication released for my tool, BLADEI.
Photo 1. This photo highlights Dr. Karakchi and I, as we reflect on the work we've accomplished together.