This month, I had the pleasure of speaking with Professor Manmohan Aseri, who recently joined the QUEST Quality Guild to teach the Applied Quantitative Analysis class, BMGT394H/ENED394H.
Professor Manmohan Aseri
Born and raised in India, Professor Aseri completed his undergraduate degree in Electrical Engineering from IIT Kanpur. After spending five years as a software engineer, he decided to follow his true calling—academia. “Even during those five years in industry,” he recalled, “I was always looking for what area in academia I should pursue.”
That search led him to Information Systems, a field that combined his interests in programming, mathematics, optimization, and game theory. “My research involves a lot of mathematical modeling—using data, optimization, and game theory to solve problems,” he explained. “I really enjoy that, and I think academia is the perfect job for me.”
When he first joined the University of Maryland as Smith School faculty last year, QUEST reached out to him about teaching. “I had heard great things about QUEST students,” he said. “Working with them allows me to explore my teaching topics in more depth because they come from all different backgrounds and grasp the basics so quickly.”
In BMGT/ENED394H, Professor Aseri focuses on teaching humility in the face of data. “It’s very easy to be overconfident when you have data,” he explained. “You might think, ‘Whatever I’m saying is based on the data I have,’ but even then, there’s a very good chance you might be wrong because data has its own issues—biases, missing values, and hidden assumptions.”
Professor Aseri embraces technology like AI—and encourages his students to do the same—but with critical awareness. “As a technology professor, there’s no point in being scared of tech,” he said. “We should always embrace it.” At the same time, he cautions students to use AI tools thoughtfully. He cited overly complicated code and hidden bugs as ways AI can misguide students, especially beginners to coding.
When asked what he hopes students take away from his class, Professor Aseri’s answer was simple. “I hope this class makes students more humble about what they can and can’t do with data. Just having data shouldn’t increase confidence—claims should be more moderate. After this class, I want students to look for five pieces of evidence instead of just one.”
He also encourages students to keep learning independently. “I’ve grown using Coursera,” he shared. “Every now and then I take new courses there. They’re credible and systematic, and that constant learning keeps me sharp.”
Outside of teaching and research, Professor Aseri enjoys hiking, running, and spending time with his family. Having lived in both Pittsburgh and Maryland, he’s explored trails all over the Northeast. “I covered almost all the hikes in Pittsburgh—clockwise and anticlockwise!” he said. “The hikes here in Maryland are flatter, so I can actually run on them.”
His enthusiasm for both teaching and learning shines through every topic—from mathematical modeling to AI usage to hiking trail recommendations, and he encourages all students to stay curious. Thank you Professor Aseri for speaking with QUESTPress!
Have you ever tried walking or biking across campus while carrying your backpack, water bottle, headphones, gym clothes, and a cup of coffee? Well, you could use a DooHooky!
As part of our BMGT/ENED290H: Introduction to Design and Quality QUEST course last semester, my team – Patrick Hong, Roni Magidson, Gil Vadel, and I, all in Cohort 44 – teamed up to create what would become the DooHooky, a simple, compact product designed to make it easier to carry items when they’re not in use.
The team and their BMGT/ENED290H: Introduction to Design and Quality mentor, Patricia Guillen (Cohort 40), left, after the final presentation
The DooHooky initially focused on finding a secure place to put over-ear headphones but expanded as the team collected data from surveys, interviews, and focus groups. It’s strong enough to hold headphones, water bottles, and other items at once. Made of faux leather, it comes in four styles: black, brown, and both colors with Maryland flag print.
The four styles of the DooHooky being sold
Vadel mentioned that the use of each prototype made him realize how effective the DooHooky was in everyday life. “I would carry my headphones, water bottle, and even grocery bags on my DooHooky prototype, seeing the potential it could have.”
Shortly after the final presentation in May 2025, our team decided to actually sell the product and sent out a preorder form where DooHookys were sold 50% off, and customers received their product during the fall semester.
Starting a business while beginning a new semester hasn’t been easy. Hong shared, “The biggest challenge was coordinating times and action items to be completed by each team member since we each have many other commitments.” This experience taught us that strong time management and communication are essential to delivering a great customer experience.
The DooHooky’s relevance grew when the University of Maryland adopted a new interim policy requiring all riders of bikes, scooters, skateboards, unicycles, and other micromobility vehicles to wear helmets on University property. Students who used to wear headphones while riding can now hook them securely to their bags. This ensures they are complying with the University policy and keeping their items safe.
Hong said, “If you’re passionate about an idea, don’t let anyone stop you from pursuing it.” I’ve found that it doesn’t matter how important others think the idea is. What matters is your passion and the people it can help.
While our team sells mainly to students on campus, we also offer shipping for an additional charge. To get your own DooHooky, visit our Instagram @doohooky and fill out the Google Form in our bio.
From an idea in the BMGT/ENED290H: Introduction to Design and Quality course to a real product, the DooHooky shows how creativity, teamwork, and persistence can turn a classroom project into something worth selling.
Guest feature byCohort 45 Mentor Jimmy Miller (Cohort 41)
In the early hours of the day on August 28th, 45 students from QUEST Cohort 45 embarked on their QUEST journeys by taking off to Sandy Hill Camp in North East, MD for Orientation. The sun was shining, and the weather was perfect for a day of team-building, problem solving, and meeting new friends. The excitement of the semester on the horizon and the prospect of the team’s future projects filled the air with an energetic buzz. Returning to QUEST Camp as a mentor evoked a feeling of nostalgia, deja-vu, and excitement for Cohort 45’s future.
Cohort 45’s Group Picture!
After spending the morning bus ride talking with their seat buddies, the students arrived at Camp ready to tackle the many events planned for the day. Cohort 45 continued to get acquainted with one another before finding out the team they would be on for the rest of semester in BMGT/ENED 290H. After having the opportunity to speak with their team and mentor, the students were launched into multiple activities including Ships Ahoy, Pilot Products, and Low Ropes.
During these various events, students received a crash course on problem solving, collaboration, and team dynamics. QUEST Camp is designed to help teams bond quickly and effectively, so that they will be set up to succeed and hit the ground running during the semester. My personal favorite activity to oversee was Ships Ahoy! Students had to think outside of the box in order to build a ship out of cardboard, duct tape, and trash bags. After a 45-minute build sprint, each team selected a captain to paddle their boat about 30 yards off the coast and back. To my surprise, many of the teams built sea-worthy vessels that stood the test of the Chesapeake Bay with impressive success.
After changing and drying off from their sea journey, students experienced one of QUEST Camp’s traditions: Pilot Products. This is a brainstorming/pitch sprint where students think of real world problems, come up with novel solutions, and design a pitch to share with their classmates the following day. Teams are given just over an hour to complete all of this. I was blown away by Cohort’s 45 creativity and enjoyed seeing each and every group pitch realistic, innovative solutions to real world problems students face on campus everyday.
The final activity before dinner was low ropes. This offered Cohort 45 the ability to get out of their comfort zone and build trust with their new teams. During this activity, we worked as a team to pass a tennis ball as efficiently as possible between 17 group members. The winning time was about 0.2 seconds. I am still not completely sure how we did it that quickly. We also worked as a team to pass everyone through a spider web, lifting one another off the ground and passing them through different openings on the web to get everyone across safely. It was encouraging to see Cohort 45 become more open with one another and put their minds together to succeed.
After dinner, the teams came up with their names and presented them to one another through light hearted and comedic skits. Afterwards, we were all able to enjoy smores over the campfire which was a picture perfect ending to the first night of Cohort 45’s QUEST journey. As students retired to their cabins for the night, many games broke out including an intense and fun game of mafia.
Day two of QUEST Camp began like most days do, with an alarm going off way too early. Except instead of your usual iPhone alarm, QUEST students were awakened by Pitbull reminding them that “every day above ground is a great day.” A wonderful and not so subtle reminder that QUEST offers students the Time of [Their] Lives. After getting ready and enjoying breakfast together, students listened to each team’s pilot product pitches. After a long and difficult deliberation, the Quality Guild (QUEST faculty and staff) selected the winning team. Congratulations to SMACK who designed an alarm clock that could funnel sound to only one person in a room, allowing one roommate to wake up while the other could continue their sleep unbothered. I know I could have used a product like this a few years ago!
The winning team and their padfolios.
To wrap up camp, the students had the opportunity to learn from Program Manager Emily Marks about the stages of team development and communication styles. Teams were then able to discuss how they planned to move through each stage during the semester so that they could deliver the best projects possible. Afterwards, Cohort 45 had one last meal together before loading onto the bus to return home.
As I reflect on QUEST Orientation, I am filled with excitement for what Cohort 45 has in store. In just two short days, I saw the students work together, solve complex problems, and share exciting ideas all while having fun meeting new friends. I know that the semester ahead will be one of great success and growth as Cohort 45 progresses through the QUEST curriculum. If QUEST orientation was any indication at all, I know the new future of QUEST is as bright as it can be. I can’t wait to see what each team does this semester and beyond!
Jimmy (center) and his BMGT/ENED 290H team members.
From 400 pounds of gear, rats chewing through fabric, and hours of hard manual labor, QUEST BMGT/ENES 390H students had quite a challenge set for them in improving the critical military process of repacking parachutes. The QUEST BMGT/ENES 390H class taught by Professor David Ashley focuses on systems design, and this semester, the class partnered with the U.S. Army to analyze and improve its parachute packing system.
I spoke with Lasya Muthyam, Anna Fulton, and David Oloye who are Cohort 42 students in the BMGT/ENES 390H class that visited Fort Gregg-Adams in April to tour a parachute packing facility. The visit provided students with a firsthand look at the manual processes of maintaining these military parachutes, allowing the students to provide better recommendations to optimize the process and help ensure that the parachutes are safely and efficiently maintained.
Students at the parachute inspection and packing table A student trying on the parachute and its gearContinue reading →
The end of the semester brings more than just finals—it marks the culmination of months of hard work, collaboration, and real-world impact for QUEST students across all cohorts.
As always, the end of a semester marks the time to celebrate the achievements of our graduating cohort. On May 7th, the QUEST community gathered at the Samuel Riggs IV Alumni Center for Cohort 41’s QUEST Conference. To kick off the event, Phil Tulkoff, the retired CEO and President of Tulkoff Food Products–a Baltimore-based company and a long-time QUEST project champion–shared a few opening remarks. Reflecting on their 15 years of collaboration with QUEST, Tulkoff emphasized that QUEST students consistently bring “fresh eyes, new thinking, and a level of energy that pushes [his] team to think differently.” These words are especially true for this cohort–four of whom I had the privilege of speaking with about their project and their biggest takeaways from QUEST.
As the spring sun sets on another academic year, we are excited to celebrate the accomplishments of our QUEST graduates. With the semester wrapping up, QUESTees from Cohorts 39 and 40 are putting the finishing touches on their final assignments and exams, ready to flip their tassels and embark on exciting new adventures beyond graduation. From unforgettable team memories and evolving leadership abilities to impressive professional journeys, these students have left a lasting impact on the QUEST community and beyond. This month, I had the chance to sit down with some of our well-accomplished seniors to learn about their favorite QUEST memories, their post-grad plans, and how the program has shaped their college experience and future careers.
I first had the opportunity to talk with Arav Patel (Cohort 39), a Computer Science major, who fondly reminisces about his first days in QUEST. Initially drawn to the program by a flyer and encouraged by his father’s colleagues at IBM, Patel recalls being excited to step outside his typical computer science setting and collaborate with students from diverse fields like engineering and business. When asked to describe his QUEST journey in three words, Patel chose “motivating, fun, and collaborative.” He shared how QUEST brought together intelligent, driven individuals who relied on each other’s strengths. “Overcoming team challenges and forming lasting friendships with my cohort were pivotal experiences in my personal and professional growth,” he reflected. One of his favorite memories from QUEST was the Silicon Valley trip, where he had the chance to explore the city and bond with friends, including fellow senior Akash Marakath (Cohort 40), while creating unforgettable memories together.
Looking ahead, Patel plans to venture into the world of entrepreneurship by continuing to build his startup playgoldai.com and seek venture capital funding. He plans on returning to Princeton, NJ, where he will focus on growing his startup from the comfort of his hometown, all while hopefully getting in a few travel trips to new places. With the freedom that comes post-graduation, he’s eager to balance the hustle of entrepreneurship with exploring the world and embracing the flexibility that comes with this next chapter.
Patel (3rd from the left) enjoying a game of volleyball with QUEST friends.
I next had the opportunity to interview Akash Marakath (Cohort 40), a Mechanical Engineering major whose journey through QUEST has been nothing short of transformative. When asked to describe his QUEST journey in three words, Marakath chose “exhilarating, elevating, and enriching,” each word capturing the essence of his time in the program. For him, QUEST has been much more than just academic—it’s been a space for deep personal development and reflection.
For Marakath, the most important lesson QUEST imparted was “to take a deep dive into a problem before rushing into a solution.” This shift in mindset didn’t just affect his academic work—it extended into his personal life, too. “I used to be quick to react or make decisions impulsively, but now I’ve learned to pause, think carefully, and make more thoughtful choices,” he reflected. It’s a lesson he carries with him, tackling challenges with a newfound sense of clarity and confidence.
Marakath’s journey was also deeply shaped by his involvement in QUEST organizations, where he mentions finding a community despite not knowing anyone in the program beforehand. As part of the QUEST Social team, he helped organize the 2023 QUEST Formal, from designing the neon sign to crafting keychains for the first 50 attendees. His contributions earned him one of only eight Outstanding Service Awards from the QUEST Quality Guild (Faculty and Staff)—an honor given to students who go above and beyond for the program. “Creating memorable experiences for the community is something I’m truly proud of,” Marakath said, reflecting on the impact of his leadership. His efforts not only enriched the QUEST community but also sharpened skills he will carry into his career.
Looking ahead, Marakath is excited to take the next step in his journey. This summer, he’ll be interning at Sikorsky Aircraft Corporation as a Special Programs Intern, before heading back to UMD in the fall to pursue his Master’s in Aerospace Engineering, with a focus on rotorcraft. He’s eager to continue honing his engineering skills and dive deeper into the world of aerospace, all while finding time for some road trips and a visit to Italy next year.
Marakath (fourth from left) with Quality Guild members and fellow Outstanding Service Award winners
Patel encourages future QUESTees to connect with staff early on. “At first, I saw them as just professors,” he said. “But once I got to know them, I realized they’re not just instructors—they’re mentors and friends who genuinely care about your growth.” He advises students to engage with staff like Jess, Emily, and Professor David Ashley, who provide not only academic support but also invaluable guidance and networking opportunities. “They’re people you can rely on, whether for advice on your business or just to catch up.” On the same note, Marakath believes getting involved in QUEST clubs is key to growth. “You’ll make friends and develop leadership skills you won’t get anywhere else,” he shares. Through his work with QUEST Social, he learned how to lead and collaborate, skills that have shaped his college experience. His advice: “Dive into these opportunities—they’ll help you grow in ways you never imagined.”
As we celebrate Patel, Marakath, and all of our graduating QUESTees, we look back with pride at the hard work, dedication, and growth they’ve shown throughout their time in the program. QUEST has been an incubator for brilliant minds, helping students not only excel academically but also develop critical skills that will propel them forward in their careers. We are incredibly proud of all our graduates and grateful to have had such dedicated individuals as part of our QUEST family. We look forward to the bright futures they will undoubtedly shape and are excited to see where their journeys lead them next.
If you see any familiar names below, be sure to congratulate them and keep an eye out for all the great things that will soon accomplish. Our 2025 graduates (with cohort):
What happens when a group of 24 curious, driven QUEST students are given the opportunity to trade classroom lectures for behind-the-scenes access to the world’s leading tech companies? You get a week of eye-opening conversations, elevator pitches, and unexpected career sparks– all set against the sunny backdrop of California.
At the break of dawn on January 23rd, the newest QUEST Cohort—Cohort 44—embarked on an unforgettable journey, setting out for their orientation retreat at YMCA Camp Tockwogh in Worton, MD. The crisp winter air and snow-covered trails served as the backdrop for two days filled with team-building, problem-solving, and the formation of lifelong friendships. Returning as a Teaching Assistant (TA) for another group of bright, eager students, I found myself navigating the snowy terrain of a new camp, excited for the experiences ahead.
Cohort 44 at QUEST Orientation
Upon arrival, students were greeted by the enthusiastic YMCA staff before being introduced to their teams and mentors for the semester. From there, they launched into a dynamic three-activity rotation designed to foster collaboration and innovation.
One of the highlights was “Pilot Products,” an interactive session where students were challenged to conceptualize and present innovative solutions—a fitting preview of their first course in the QUEST program. As students brainstormed and pitched their ideas, their enthusiasm and creativity set the tone for what promises to be a transformative experience in the program.
Meanwhile, on the ropes course in the snow, students engaged in classic team-building exercises led by camp staff. These activities, ranging from balancing on a small block while singing “Happy Birthday” to hoisting teammates across a seven-foot-high plank, pushed teams to rely on communication, trust, and collective problem-solving. By the end of the session, bonds had been forged through laughter and teamwork.
After warming up back at the main conference center with snacks in hand, students dove into their final challenge of the day: “Ready, Set, Launch.” Armed with cardboard, tape, scissors, and rubber bands, teams constructed catapult-style devices, competing to launch ping pong balls and marshmallows with the greatest accuracy, distance, and power. The friendly competition, filled with strategic adjustments and enthusiastic cheers, made for an unforgettable afternoon.
As night fell, the group gathered indoors for a well-earned evening of relaxation. A bonfire crackled as students roasted marshmallows for s’mores, while others bonded over board games and impromptu ping pong matches—an easygoing close to an action-packed day.
Day two began with an unforgettable wake-up call—an energetic mix of the Angry Birds theme song and clattering pots and pans, courtesy of the ever-spirited TAs and mentors. Once breakfast was served, students rehearsed their product pitches, leading up to their first QUEST presentations. The culmination of their efforts resulted in compelling and creative pitches, with the standout team—Chips and QUESTo (Javier Coleman, Noah Gonzalez, Joanne Lee, Sydney Luong, and Sereen Aridi)—earning the coveted QUEST Padfolio for their outstanding performance.
The winning team and their poster
The retreat concluded with an insightful session led by QUEST Program Coordinator Emily Marks on communication styles and team development stages. This discussion provided a crucial foundation for the challenges and collaborations Cohort 44 will navigate in the months ahead. With newfound confidence and strengthened connections, the cohort returned to campus, ready to embark on their QUEST journey.
From innovative challenges to moments of camaraderie around the bonfire, the retreat at Camp Tockwogh set the stage for an incredible semester ahead in BMGT/ENES 190H. As Cohort 44 steps into their next chapter, they do so with a shared experience that will shape their time in QUEST—and beyond.
New year, new professor, new perspective! Taught by Dr. Tony Barber, QUEST’s new version of BMGT/ENES 390H is moving beyond technology to focus on people, processes, and holistic solutions.
Dr. Tony Barber
BMGT/ENES 390H: Designing Innovative Systems, now the second course in the QUEST curriculum, teaches students about different kinds of systems and processes. Students employ the skills they have learned by working with different departments across the University of Maryland to enhance their productivity and quality.
Dr. Tony Barber, BMGT/ENES 390H’s new professor, works full-time as the Architecture Division Chief for the Office of the Chief Information Officer in the United States Army. He has a doctorate in systems engineering and has been teaching multiple graduate-level courses within the University of Maryland’s Applied Graduate Engineering Program since 2017. Those classes cover topics such as model-based systems engineering, software design implementation, statistical experimentation, and quality improvement. Regarding 390H, he is excited about the idea of student engagement and seeing students gain practical experience from working with clients.
The largest change to 390H is the shift towards covering organizational and other kinds of systems, rather than only engineering-based systems. The older version of the course focused on a technological perspective of system thinking. 390H now expands that view of system thinking into what real systems are, not just the technical aspects but a combination of concepts and components that create a whole.
Dr. Barber emphasizes that “there’s always more to a solution than automating technology.” It’s important to consider the people who use the system first, then what processes could be improved, and then how technology can be used. For example, a system could be improved through providing new training exercises or through reorganizing a specific business unit. With the new version of 390H, students are learning about a more holistic approach towards analyzing systems.
In-class activities are centered around equipping students with popular tools used to improve systems across different kinds of organizations and industries. For example, students will be working with on-campus clients to improve departmental systems. At each stage of their quality process, students will participate in a quality toll gate, where they will present their current progress to the professor for feedback. This activity will help determine if the team is ready to move on to the next stage of quality. Many of the course’s concepts and learning outcomes are directly aligned with the American Society of Quality’s standards, so that students can reflect on their experiences and take what they have learned to pursue professional certifications in quality.
It’s only been three weeks into the semester, and the class is already off to a great start! Dr. Barber enjoys how engaging and smart the students are. He looks forward to seeing the AHA moments, where education meets enlightenment for the students as they learn the concepts by doing.
