Teaching Statement

Introduction

As a keen observer in class during my education, I adopted inclusiveness, widening access and welcoming approach as a student supporting disadvantaged classmates to achieve their results. The main idea is that if I manage to explain clearly and successfully to these classmates, I confirm what I learned and more but also contributing to a whole society.

This same approach is adopted using different philosophies and methods I collected both in formal pedogeological studies and throughout my education pathway. I am passionately energetic in grooming new societal leaders, supporting the growth of people, and the right and fair work environment. Therefore, I can address and adapt to the specific needs individual candidates may require. I can also manage significant international and interdisciplinary needs to a large cohort but still giving a clear message of inclusiveness, widening access and welcoming approach for target-oriented learning outcomes.

Clear and concise lectures and content

In all my courses, I aim to develop a global perspective and as much as a possible real-life scenario. The use of mathematical, engineering and sciences languages by which we communicate things provided through clear and concise material. Having said that this does not mean I am too simplistic, yet I form a good ground for candidates to then can develop and reach their maximum. In this way, I would reach a diverse range of students in my cohort/s.

In lectures, I use mixed methods to present on both white/blackboards and interactive digital presentations. The latter are often built with animations to demonstrate concepts as well as more complex ones that are more difficult to visualise easy, and step by step explanations. In some cases, and depends on the level of the cohort, I find that analogies made to everyday experiences are also quite helpful. For example, one may compare the flow of water in a pipe to that of the electric currents.

However, after clear and concise concepts, I use many problem-based examples. Problem-solving is a core part of my engineering courses, which mostly I try to derive from industry practice or domestic scenarios, to perform calculations. In this way, I can assess the understanding of the cohort and whether to move on.

In laboratories, which diverse from hands-on experimental set-up to computer-based ones, candidates must understand the concepts and examples learn manually to a practical level. I am fortunate enough that I have been exposed from childhood to workshops, handling tools and equipment, which sometimes students may even find this part hard. I was also privileged to have Comodor 64 with which I also followed Basic programming language in the very early years. Hence using my self-learning experiences, I use the philosophy in laboratory design to focus on the principals and provide step by step of how to perform experiments/sessions. I also highlight the underlining theory and challenge to question through, for example, changing of parameters.

In most cases, laboratories experiments require reporting which yet I emphasise on clarity and concise information as well as presentation. I explain that it is useless for one to collect data through hard work, then nothing is reported appropriately.

While my principal mode of pedagogy falls under lecturing and hands-on practice, I have made it a point that students exposed to extra-curricular activities beyond the campus set-up. These set-ups may take the form of a seminar or a day conference and other time competitions such as the IET "Present Around The World". Exposing students beyond campus provides a holistic and rewarding learning experience while maximising potentials.

High Expectations, yet reachable

My philosophy is set and communicate high expectations at the very beginning, for the best students' performance. The reachability of these expectations highlighted each time meeting students. I endeavour to clarify, both in my syllabus and in what I say, that I have high expectations for my students. I want them to master the subject so that when they take exams or perform assignments, we are all confident they will do well. We all heard alumni describing a challenging course at the time but afterwards, they realise the value of it. I will be pleased if that reflects in my classes! This measure requires students to grasp not just the precise details we have reached, but also how those features connect to the more comprehensive concepts we have inquired. In other terms, I expect them to recognise the system and the components.

I am also aware that teaching is not about popularity, and often, students do not immediately realise the merit of our efforts. Therefore, I am comfortable to receive students' feedback and happy to continue receiving favourable feedback from alumni. The philosophy remains that I know my expectations are clear, reachable, fair, and I have served and given myself to the best to assist them in their efforts to learn.

To reach high expectations, require constant engagement. The Virtual Learning Environment platform/s encouraging and expecting students to take advantage of these online tools, including the specific topic repository put online and respond on the day for any enquiries. This way, I set an example of the effort required by the students. Besides, preparations for assessment is vital for student's performance. I distribute study guides and refer to problems in textbooks and past papers.

In assignment-based, I provide a brief on the expectation and contents within a three-page description. I also offer access to consented previous students' work and allow the opportunity to discuss the draft of reports before final submission.

Students Attributes

From my experience at Oxford Brookes University, in every course/programme, I continued and ensured the development of the following five core attributes each candidate shall reach. These are (i) academic literacy, (ii) research literacy, (iii) critical self-awareness and personal literacy, (iv) digital and information literacy and (v) global citizenship. I challenge them to view both engineering systems and more all-inclusive educational and world issues in unique ways. Consequently extending their knowledge base and equipping them with new understandings. Eventually, I also want my students to see this process and attributes as their life-long learning and skills. For example, since many engineering examples can relate to today's evolvements energy, I use daily, domestic or industrial cases. Engineering/Energy economics, together with other engineering/science backgrounds are fundamental to their daily decision making. For example, investing in photovoltaics or electric vehicles.

Teaching and acting as primary Supervisor on Master by Research Programme

We need to be the best in fundamental and applied research to inform our teaching, which helps us to be the best. It also allows us to have active and stronger programmes. I did just that by launching the Master by Research programme (immediately enrolled three candidates) and now split-site PhD candidates at MCAST. I think that grooming researchers through these one-to-one dedicated programmes are an area that can particularly grow. Similarly, I had experience in cosupervising PhDs at KTU, other postgraduates Master programmes and postdocs. In these cases I adopt an open and friendly yet target-oriented approach to make candidates feel comfortable in their thoughts and idea discussions.

Teaching Outside of Engineering and Science : Master of Business Administration Programme as Lecturer on Research Methods and Final Dissertation Supervision mostly an extensive Business Case Study.

In addition to my engineering courses, I have had the fortune to develop, teach and supervise on Master programmes intended for Business Administration. These programmes attract a wider variety of candidates' background. Engineering and science are not the primary focus of these programmes, yet interestingly several scientists and engineers choose this route as their preferred postgraduate studies. I continue to emphasis on clarity and concise communication of their thought. Although, I am more flexible regarding the chose topic and encourage them to inspire from their interests. In their writing, which is assignment-based, I continuously challenge them to refine their thoughts on their chosen topics and mapping these within their objectives. For examples, are you communicating your value proposition? What differentiates your product/idea from the competition? What's your appetite for risk?, Besides, I try to instil and gear up for new technologies with clear ideas and ask Are you truly harnessing technology? Can the business function day-to-day without me?. The expectation from the student is clear – get the real you and world out and bring new energy!

Conclusion

In summary, my teaching qualifications in both vocational and higher education has harnessed the skills of observation and self-reflection. Hence, my thorough views throughout my education path together with self-reflection, provides me with a treasured portfolio of effective teaching techniques, including styles, methods and philosophies. The refinement of several teaching approaches leads me to ensure I give the maximum opportunity for candidates to gain knowledge. My teaching approach demands seeking opportunities both in and out of the lecture room and communicates simple and clear messages on expectations and goals.

Interested in my teaching activities, topics or supervision? The following institutions are where I am lecturing or have taught. Read my Teaching Statement. Send me an expression of interest via my contacts if you are interested in MRes or PhD programmes under my supervision or within our team.

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