Teaching Portfolio
Teaching Portfolio
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I have been teaching with the IIE as of 2021. I was previously involved in the Mechanical Engineering Department at the University of Johannesburg and was a Consultant Engineer involved with the automotive, mining and telecommunication industries.
My teaching philosophy
My teaching philosophy
Students face a more complex and sophisticated world where they must first identify and develop themselves to be appreciated in an ever-evolving environment. A student is fragile and mostly misunderstood as they try to find their way in the world, and my role as a lecturer and mentor is to create a space where they feel valued, respected and heard. The School of Engineering within the IIE allows itself to personalise student attention. I pride myself in knowing my students and seeing their growth in becoming young professionals. The teaching staff's personal engagement and involvement with their students allow for a more rounded and holistic student experience. I believe a student learns best when told stories; the funnier, the better, and by relating industry examples to the course content. Storytelling is a lost art, and this way of teaching embeds knowledge at all levels of a student's reality, making them critical problem thinkers and solvers. The teaching principles I have applied within my teaching philosophy come from industry experience and informal discussions that I had with students and lecturers within the responsibility as Head of Programme. Having integral knowledge of my part-time academics and students allows me to keep a pulse on the qualifications and ensure high-quality connectedness within the School.
The IIE's curriculum is developing to become a step above the norm and include more industry excursions and experts to present guest lectures to enhance the curricula by aligning itself with industry trends. Further curricula development can be achieved through the various Engineering Committees and the Engineering Council of South Africa (ECSA) assistance.
Assessment updates at the School of Engineering include theoretical and experimental assessments that ensure that our graduates persist over theoretical and practical experience, making these graduates sought after within the industry.
My unique contribution to the School of Engineering is solving complex practical and operational Engineering problems, warranting the development of well-rounded mechanical engineering, physics and chemistry laboratories, the set-up, development and chairing of the Engineering Research and Ethics Committee, and the position of the School of Engineering to produce a steady stream of high-quality and ethical research for the IIE. I developed an Engineering Marks database to keep internal records of all Engineering marks, implementing the MIS to calculate CASS and final marks automatically. This database allows the Engineering team to draw insights when briefing developers and lecturers to ensure difficult-to-grasp concepts are highlighted, providing a continual quality assurance process. I also aim to form lasting engagements and industry partnerships with other tertiary institutes to expand the visibility of the IIE School of Engineering to become a recognised and respected partner within South Africa.
Teaching practice and effectiveness
Teaching practice and effectiveness
I prefer a contact teaching model where I can read the class environment and adapt my teaching style to apply to the content and learning style of the group. My teaching strategy is using cooperative and problem-solving teaching strategies. I approach problems through guided and self-guided strategies, allowing students to enhance their problem-solving skills and techniques. Collaborative teaching techniques ensure that lecturers and students contribute to solving complicated engineering problems. My teaching activities include in-class examples conducted with students and performing practical experiments to demonstrate the theory discussed during a lecture. My contact sessions consist of 60% theory and 40% application of the theory through in-class activities.
I plan and prepare my lectures based on the Pacer document provided to the students to ensure that the content applies to the correct test period. I generally pace the class to ensure sufficient time for a revision lecture before each test week/exam. My lecture preparation is more critical than my presentation as it prepares me for any questions the students might pose. Most of my lectures are with senior Engineering students, and I am often challenged by a complex set of questions requiring systematic and comprehensive answers scaffolding from first principles.
When a topic can be discussed in small groups, I use the opportunity for inter-group discussions to create the abroad student perspective of particular importance within the engineering design realm. I firmly believe in providing the students with additional material not included in the module outline to broaden the perspective of the students and better prepare them for industry. I generally supply students with written notes, PowerPoint presentations, YouTube videos, and internet apps or database resources that allow for a visual simulation or demonstration to enhance the course content.
My role as a lecturer is to facilitate and manage the learning process of a module and ensure that the content presented becomes a meaningful learning experience that students can apply practically. I prefer using in-class exercises, learning activities and ICE tasks to determine if students have mastered the relevant sections. It is vital to have a holistic approach in teaching and learning as academics are responsible and obligated to ensure that our clients ( students) become products (graduates) that promote well-rounded, whole engineering professionals. A holistic student experience goes beyond the classroom, promoting an inclusive, safe, and respectable campus environment and student fellowship.
I maintain discipline within the classroom by creating a respectful environment between students and lecturers. Challenging students are addressed and requested to actively participate and contribute to the lecture, limiting their disturbances.
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