TEACHING PORTFOLIO ALIFDALINO SULAIMAN Senior Lecturer Department of Process and Food Engineering Faculty of Engineering Universiti Putra Malaysia AFNC-KP 2023
Content Page About myself 2 Teaching philosophy 4 Teaching strategies 6 List of courses 8 Course synopsis 9 Teaching methods 15 Student activities 34 Grading rubrics 58 Course samples EPF3801 Reaction Kinetics and Reactors Design ECC3014 Engineering Statistics 64 Assessments and student’s works 94 Knowledge and experience sharing in teaching and learning 104 Assessments – Peer, students and teaching 118 Professional development 130 Curriculum Vitae 132 Appendix 141
Copyright of ALIFDALINO SULAIMAN UNIVERSITI PUTRA MALAYSIA 2024 1
About myself Alifdalino Sulaiman obtained his B.Eng (Hons) in 2010 and Ph.D. in 2015 in the field of Chemical and Materials Engineering from the University of Auckland, New Zealand. Started work as a senior lecturer in the Department of Process and Food Engineering in 2016. He is currently the academic coordinator for the Department of Process and Food Engineering from 2020 and is directly involved in the curriculum review process (2020-2021) and the preparation of the Engineering Accreditation Interim Report (2020- 2021) for accreditation requirements from the Engineering Accreditation Council (EAC) for the Food and Process Engineering Bachelor Program with Honours. In 2021, he was awarded with the Anugerah Perkhidmatan Cemerlang (APC) at the 2022 Majlis Putra Gemilang. During his tenure as a lecturer, he was very active in various teaching and learning activities. His teaching philosophy is "learning by doing". Innovative teaching pedagogy such as blended learning is practiced in his teaching. Teaching methods such as modular and student-centered learning are used in teaching delivery. The use of "web 2.0 tools" is used to attract students' attention while teaching. He is also active in giving seminars on outcome based education based on EAC requirements at the Department level. And has participated in the teaching and learning innovation competition, International Putra Innocreative Carnival in Teaching and Learning (PicTL) and won the silver medal for poster presentation in 2020 and 2021. 2
SENIOR LECTURER DR. ALIFDALINO SULAIMAN EDUCATION AND EMPLOYMENT Department of Process and Food Engineering, Faculty of Engineering, Universiti Putra Malaysia (UPM), 43400 UPM Serdang, Selangor, Malaysia +603-9769 4307 [email protected] http://orcid.org/0000-0003-3909-967X h-INDEX (Scopus) Citations (Scopus) 11 565 2006 A-level Kolej Mara Seremban, Malaysia 2010 B.Eng (Chemical & Materials Eng.) The University of Auckland, New Zealand 2015 PhD. (Chemical & Materials Eng.) The University of Auckland, New Zealand 2024 UPM, Senior Lecturer (4 April 2016 - current) Malaysian Nuclear Agency, Intern (Dec 2008 - Feb 2009) Malay-Sino Chemical, Intern (Dec 2009 - Feb 2010) Auckland, Summer research internship (1 March 2010) RESEARCH INTEREST PUBLICATIONS JOURNAL ARTICLES ✓ CIJ: 33 ✓ Corresponding/first/senior author: 10 33 OTHERS ✓ Conference (oral/ poster): 19 ✓ Book chapter: 8 27 TEACHING & SUPERVISION 8 POSTGRADUATE/ UNDERGRADUATE SUBJECTS 4 PHD STUDENT 5 MASTER STUDENT 10 DEGREE STUDENT INDUSTRIAL CONSULTATION & COMMUNITY LINKAGES Grants as Project Leader Cumulative Grant (RM) RESEARCH GRANTS 675k Grants as 3 Team Member 12 AWARDS & RECOGNITIONS 7 AWARDS 10 JUDGES, SPEAKER, MODERATOR, REVIEWER UniKL, Senior Lecturer (16 Dec 2015) Auckland, Teaching Asst. (2011 - 2013) OSU, Visiting Scholar (2018-2019) Nonthermal and minimal Food Processing High Pressure, Ultrasound, Pulse Electric Fields, clean label Food oral processing Particle size distribution, food texture, volatile molecule release/ transfer UPM, Development Coordinator (2018 – 10 months) UPM, Academic Coordinator (2020-2024) Updated 1 February 2023 3 Teaching attachment in Kazakhsatan (2023)
Teaching philosophy Learning by doing “Tell me and I forget, teach me and I remember, involve me and I learn” - Benjamin Franklin 4
Teaching philosophy In this new era of teaching, teachers are expected to be the “communicator” and “facilitator” which is totally out of the traditional teaching concepts. We can of course be distributing syllabus, delivering lectures, grade exams and assigns grade, however, the actual learning is carried out by the students themselves. By this means, we are actually encouraging and empowering the student to self-learn. Moreover, great teachers are not just the one who transmit knowledge, teach skills and help students to achieve good grades. However, they are those who share their passion for knowledge and curiosity with their students, inspire the students’ creativity, develop their critical thinking ability and prepare them for the complex world outside campus. With these statements, it is clearly summarized that teachers should be inspiring students to educate themselves and hence providing them with a lifelong learning soft-skill that could be very beneficial once they are out into the real world. In order to do this, in every class that I deliver I layout the main objective that we are aiming for each topic and what I expect them to learn. I welcome learners of all styles into the classroom through the use of different techniques in my classes (e.g. lecture, applications on real-life, discussion, working tutorials, group exercises, online forum, student presentations). I am strong believer of “learning by doing” concepts. Hence, most of my lectures involve students in doing in-class problems that stimulate their thinking towards the knowledge of a particular topics. I try my best to input of my personality into the course through enthusiasm, humor, and personal experiences. I encourage student questions during and outside of classes and I incorporate group presentations and forum to improve student self-confidence in learning. My lectures are designed not only to introduce and summarize the concepts in class but also expand out of class by incorporating the used of online and interactive learning tools. In addition to that, my assignments and in class tutorials are tailored to students in many level, provide opportunities to master basic ideas and application to new situation. To do this I try my best to be available as a resource for question face-to-face or online. From my perspective, teacher’s role is to help students develop broader skills that are important in all engineering fields and future career. These skills include communication skills (oral and written) and critical thinking. I utilize the use of online interphase such as Padlet and Putrablast to involve students in a discussion and forum. In this way, indirectly will enhance student confidence, improve oral and written skills and instill the spirit of “togetherness” between class members towards understanding the course materials. 5
Teaching strategies Hands-On Learning Engineering is a hands-on discipline, and students should be exposed to practical applications of the theories they learn. Teachers can assign projects, encourage lab work, or allow students to work on real-world problems to make the learning process more engaging and interactive. Assessment strategies for hands-on learning can include project evaluations, lab reports, and design portfolios. Visual Aids Engineering is a complex discipline, and students often struggle to understand complex concepts. Using visual aids, such as diagrams, flowcharts, or animations, can help students understand the concepts better. Assessment strategies for visual aids can include visual analysis questions, diagram labeling, and graphic design assessments. Problem-Based Learning This strategy focuses on real-world problems and challenges students to find solutions to them. In engineering courses, students can work in teams to solve problems and apply their knowledge and skills. Assessment strategies for problembased learning can include team evaluations, project presentations, and problem-solving assessments. Collaborative Learning Collaborative learning is an effective teaching strategy in engineering courses. Students can work together on projects, discuss concepts, and share their experiences and perspectives. Assessment strategies for collaborative learning can include group evaluations, team project presentations, and group discussions. Teaching and assessment are two crucial components in the delivery of engineering courses. Effective teaching strategies help students understand complex concepts and apply them to real-world situations, while effective assessment strategies help teachers evaluate students' understanding and performance. Here are some effective teaching and assessment strategies for engineering courses that I have included in my teachings: 6
Real-World Applications Engineering courses can be made more relevant and interesting by incorporating real-world applications of the concepts students learn. Teachers can assign projects that involve solving real-world problems or using engineering skills in real-life situations. Assessment strategies for real-world applications can include case studies, real-world problemsolving assessments, and industry simulations. Student-Led Discussions Encouraging students to lead discussions in class can help students develop their public speaking and leadership skills. This can also give students an opportunity to apply their knowledge and demonstrate their understanding of the material. Assessment strategies for student-led discussions can include class participation grades, oral presentations, and studentled discussion evaluations. Effective teaching and assessment strategies are essential components in the delivery of engineering courses. Hands-on learning, problem-based learning, visual aids, real-world applications, collaborative learning, and student-led discussions are some of the effective teaching strategies that can help students understand complex concepts and develop essential skills. Project evaluations, lab reports, problem-solving assessments, case studies, group evaluations, and student-led discussion evaluations are some of the effective assessment strategies that can help teachers evaluate students' understanding and performance. 7
List of courses Here is the list of courses that I have delivered since 2016: 8 NO. COURSES CREDIT HOURS NO. STUDENTS 1 ECH3108 CHEMICAL ENGINEERING THERMODYNAMICS (Group 3) 3+0 33 2 ECH3108 CHEMICAL ENGINEERING THERMODYNAMICS (Group 4) 3+0 40 3 EPF3001 STATICS AND STRENGTH OF MATERIALS (Group 1) 3+0 55 4 EPF3109 NUMERICAL AND COMPUTER METHODS (Group 1) 2+1 30 5 ECH3108 CHEMICAL ENGINEERING THERMODYNAMICS (Group 2) 3+0 40 6 EPF3001 STATICS AND STRENGTH OF MATERIALS (Group 1) 3+0 51 7 EPF3501 WASTE TREATMENT AND UTILISATION (Group 1) 3+0 53 8 EPF3106 PROCESS AND FOOD ENGINEERING LABORATORY III (Group 2) 0+1 21 9 ECC3014 ENGINEERING STATISTICS (Group 6) 3+0 21 10 EPF3801 REACTION KINETICS AND REACTOR DESIGN (Group 2) 3+0 29 11 ECC3014 ENGINEERING STATISTICS (Group 5) 3+0 19 12 EPF3801 REACTION KINETICS AND REACTOR DESIGN (Group 2) 3+0 23 13 ECC3014 ENGINEERING STATISTICS (Group 7) 3+0 21 14 EPF3801 REACTION KINETICS AND REACTOR DESIGN (Group 1) 3+0 52 15 EPF3110 MASS AND ENERGY BALANCE (GROUP 2) 3+0 14 16 EPF3802 REACTION KINETICS AND REACTOR DESIGN (Group 1) 3+0 38 17 EPF3801 REACTION KINETICS AND REACTOR DESIGN (Group 1) 3+0 9 Semester 1 2023/2024 Semester 1 2020/2021 Semester 2 2020/2021 Semester 1 2021/2022 Semester 2 2021/2022 Semester 1 2022/2023 Semester 2 2022/2023 Semester 1 2016/2017 Semester 2 2016/2017 Semester 1 2017/2018 Semester 2 2017/2018 Semester 1 2019/2020 Semester 2 2019/2020
Sample Course synopsis • EPF3001 • EPF3109 • EPF3801 • ECH3108 • ECC3014 9
EPF3001 Statics and Material Strength This course covers the basic concepts, theories and methods of solving mechanics problems involving materials using the konsep of mechanics of solid materials. Emphasis is given on the implementation of algebra and vector calculus to solve problems related to force system, structural analysis, unaxial and biaxial. Material strength is the ability of a material to withstand external forces without breaking or deforming. It is a critical factor in equipment design for food processing as the materials used need to be able to withstand the rigors of the process, such as the weight of the food being processed, exposure to heat and moisture, and the physical stresses of the manufacturing process. Static strength refers to the ability of a material to withstand a load or force that is not changing. This is important in equipment design for food processing as the equipment must be able to withstand the weight of the food and any other forces that may be applied to it without deforming or breaking. The importance of material strength and static strength in equipment design for food processing lies in ensuring the safety and quality of the food being produced. Any failure in the equipment due to insufficient material strength or static strength could result in contamination or other food safety hazards. Therefore, it is critical to use materials that can withstand the forces and stresses involved in food processing and meet the required standards for food safety and hygiene. 10
This course covers an introduction to algorithmic and numerical solution of engineering problems. Emphasize is given on applications and implementing numerical methods with application software. The student is required to apply common numerical methods for solving nonlinear equations, system of linear equations, curve fitting, interpolation, numerical differentiation, numerical integration, ordinary and differential equations. Numerical and computer methods are essential for engineering students in the era of Industry 4.0 (IR 4.0). In fact, these methods are becoming increasingly important as digital technologies continue to transform the manufacturing industry. Here are some reasons why numerical and computer methods are important for engineering students in the era of IR 4.0: Optimization: Numerical methods such as finite element analysis and computational fluid dynamics are used to optimize designs and processes, leading to improved efficiency and productivity. Computer methods such as machine learning and artificial intelligence are also used to optimize manufacturing processes. Automation: Computer methods are used to program and control robotic systems, enabling increased automation and reducing the need for human intervention. Engineering students need to understand these methods in order to design and implement automated manufacturing processes. Data Analysis: In the era of IR 4.0, data is generated at an unprecedented rate, and engineering students need to understand numerical and computer methods to analyze this data. This includes methods such as statistical analysis and machine learning, which are used to identify patterns and optimize manufacturing processes. Additive Manufacturing: Numerical and computer methods are used to design and create 3D models, which are then printed using additive manufacturing technologies. Engineering students need to understand these methods to design and create customized and complex parts. Simulation: Numerical and computer methods are used to simulate manufacturing processes, allowing engineers to test different scenarios and optimize designs. This leads to improved efficiency and reduced costs. EPF3109 Numerical and Computer Methods 11
EPF3801 Reaction Kinetics and Reactor Design This course covers various types of reactors design. This includes batch and recycle, analysis for non-ideal reactor, and biological system reaction. Reaction kinetics and reactor design are important for chemical and food engineering undergraduates because they are essential components of the design and optimization of chemical and food processing systems. Here are some reasons why these concepts are important: 1. Understanding Chemical Reactions: Reaction kinetics is the study of how chemical reactions occur and the rates at which they proceed. Chemical and food engineering students must have a thorough understanding of chemical reactions and the factors that influence reaction rates to design and optimize chemical and food processing systems. 2. Process Optimization: The goal of chemical and food processing systems is to achieve maximum conversion of reactants into products with minimal energy and material usage. Knowledge of reaction kinetics and reactor design principles allows students to design and optimize processing systems that achieve this goal. 3. Scale-up: Reactor design principles are used to design and optimize processing systems at both laboratory and industrial scales. Food and chemical engineering students must understand these principles to effectively scale up their laboratory experiments to industrial applications. 4. Product Quality and Safety: Reaction kinetics and reactor design principles are used to ensure that chemical and food processing systems produce high-quality products that meet safety and regulatory standards. 5. Process Control: Understanding reaction kinetics and reactor design principles is crucial for process control and optimization. Chemical and food engineering students must know how to monitor and adjust reaction conditions to achieve desired product quality and safety. 12
ECH3108 Chemical Engineering Thermodynamics This course covers application of thermodynamics concepts, criteria and behaviors of substances in chemical engineering applications. Volumetric properties of pure substances, thermodynamics property of various phases and chemical equilibrium concepts are discussed. Chemical engineering thermodynamics is a fundamental course in the field of chemical engineering. The course covers the principles and concepts of thermodynamics and their application to chemical processes. Students learn about the behavior of matter and energy, and how these fundamental concepts can be used to design and optimize chemical processes. In this course, students will study the laws of thermodynamics, including the first and second laws, and their implications for chemical systems. They will learn about thermodynamic properties such as enthalpy, entropy, and Gibbs free energy, and how they can be used to describe the behavior of chemical systems. Students will also study phase equilibria, chemical reaction equilibria, and heat and work transfer in chemical processes. The chemical engineering thermodynamics course is essential for students who want to pursue a career in chemical engineering. It provides a strong foundation in thermodynamics and prepares students for advanced courses in areas such as process design, transport phenomena, and reaction engineering. Throughout the course, students will engage in a variety of activities, including lectures, problem sets, and laboratory experiments. They will also work on projects and case studies that require them to apply the concepts they have learned to real-world problems. By the end of the course, students should have a solid understanding of the principles of chemical engineering thermodynamics and be able to apply them to a wide range of chemical processes. 13
ECC3014 Engineering Statistics This course covers the fundamental of statistics, elements of probability theory, random variables, sampling theory, hypothesis testing, linear regression and correlation. Emphasis given includes discrete distribution, continuos distribution as well as confidence interval for the mean and variance. Engineering Statistics is the application of statistical methods to solve problems in engineering. It involves the collection, analysis, interpretation, and presentation of data in order to make decisions and optimize engineering processes. Engineering Statistics plays a critical role in designing and improving engineering systems by providing tools to quantify and minimize variability, improve quality, and optimize performance. Engineering Statistics encompasses a wide range of statistical methods including: 1. Descriptive statistics: Describing data sets by computing measures such as mean, median, mode, standard deviation, variance, and range. 2. Probability: Understanding the behavior of random events and estimating the likelihood of their occurrence. 3. Statistical inference: Using data to make inferences about a larger population, such as hypothesis testing and confidence interval estimation. 4. Regression analysis: Examining the relationship between two or more variables to model and predict outcomes. 5. Experimental design: Designing experiments to investigate the relationship between variables and optimizing process performance. Engineering Statistics is applied in many fields of engineering, including aerospace, chemical, civil, electrical, and mechanical engineering. It is essential for quality control, reliability, safety, and process optimization in engineering. With the increasing amount of data generated in engineering, the importance of Engineering Statistics continues to grow in today's data-driven and technology-driven era. 14
• Lecturing • Video lecture • Blended learning • Reference book • Research articles • PowerPoint slides • Student centered learning • Flipped classroom 15
Lecturing Lecturing is a teaching method in which an instructor or teacher delivers a prepared speech or talk to a group of students or learners in order to convey information or ideas related to a particular subject. Lectures can be given in a variety of settings, including classrooms, conference rooms, and online platforms, and they can range in length from a few minutes to several hours. During a lecture, the instructor typically presents information in a structured and organized manner, often using visual aids such as slides or videos to illustrate key points. The goal of the lecture is to provide learners with an overview of key concepts and ideas related to a particular topic, and to help them understand how these ideas relate to one another. While lectures can be effective for conveying information, they can also be passive and disengaging for learners. To help mitigate this, instructors often use techniques such as asking questions, using group discussions or small group activities, or using personal anecdotes or stories to illustrate key points and maintain learners' attention. Overall, lectures can be a valuable teaching method when used effectively, but it is important for instructors to use a variety of teaching techniques and strategies to keep learners engaged and promote active learning. I take pride in making my lectures engaging and interactive for my students. I believe that when learning is fun, it's more likely to stick. That's why I like to incorporate activities and discussions to get my students involved in the lesson. For example, I might start by asking my students a question to get them thinking about the topic we're covering. Then, I might share some information or present a concept in an interesting way, using visuals or anecdotes to make it more relatable. After that, I might have my students work in small groups to apply the information they've learned, or we might have a class discussion to explore different perspectives and ideas. I also like to use humor to keep things light and engaging. I'll often throw in a joke or a funny story to help my students relax and enjoy the learning process. I find that this helps to create a more positive and energetic learning environment. In addition, I encourage my students to participate and share their thoughts and ideas throughout the lecture. This helps to keep them engaged and interested, and also allows me to gauge their understanding of the material. I believe that by creating an interactive and engaging lecture, I can help my students not only retain the information, but also enjoy the learning process. 16
My talk in lecture mode on mental health and how you can help as a mental health first aider to other lecturers and officers from the Deputy Dean Academic, Student Affairs and Alumni’s Office. My lecture on Food Freezing at Ohio State University (OSU), The United States for one of the lecture of FDSCTE5400/FABE4410 Unit Operation in Food Processing course during my Postdoctoral attachment at the Department of Food and Biological Engineering, OSU under Professor Bala Balasubramniam. 17
Video lectures include animations, simulations, and other multimedia elements to enhance the learning experience and make complex topics more accessible. By using video lectures, instructors can also incorporate more interactive and engaging teaching methods, which can enhance the learning experience for students. While video lectures offer several benefits, there are also some potential drawbacks compared to conventional face-to-face lectures in class. For example, video lectures may not provide the same level of personal interaction as face-to-face lectures. Students may not be able to ask questions or receive immediate feedback from the instructor during the lecture, which can make it difficult for them to fully understand the material. In conclusion, video lectures are a flexible and versatile teaching tool that can be used to supplement or even replace traditional lectures in the classroom. They offer several benefits, including increased flexibility, a more personalized learning experience, and the opportunity to incorporate more interactive and engaging teaching methods. However, they may not provide the same level of personal interaction as face-to-face lectures. Ultimately, the effectiveness of video lectures in teaching depends on the specific needs of the course or subject, as well as the individual learning styles of the students. Video lectures have become increasingly popular as a method for delivering instruction in the classroom. They offer several benefits compared to conventional face-to-face lectures in class. One of the most significant advantages of video lectures is their flexibility. Students can access video lectures at any time, and from anywhere, which makes it easier for them to review material or catch up on missed classes. This can be particularly helpful for students who have scheduling conflicts or who need to work at their own pace. Video lectures also offer a more personalized learning experience compared to conventional face-to-face lectures in class. They can be customized to fit the specific needs of a course or subject, providing students with a customized learning experience. Instructors can also incorporate flipped classroom models, where students watch the lecture video outside of class time, and use in-class time for more hands-on activities such as problemsolving and discussion. Moreover, video lectures can be a valuable tool for instructors to incorporate more interactive and engaging teaching methods. They can 18
As an instructor, I have found that incorporating video lectures can be an effective way to enhance student engagement and understanding of course material. To that end, I have made use of YouTube as a source of video lectures, either by creating my own videos or curating videos created by others. YouTube has an extensive library of educational content, covering a wide range of subjects and topics, which I can use to supplement or even replace traditional lectures in the classroom. By using YouTube videos, I can incorporate more visual and multimedia elements, making the learning experience more engaging and interactive. In addition to YouTube, I have also found that TED Talks can be an effective source of video lectures for my classes. TED Talks are engaging and thought-provoking, covering a wide range of topics from science and technology to social issues and personal development. They offer a unique perspective on different subjects, which can be particularly helpful for students to gain a deeper understanding of the course material. My Youtube channel (above) for all my video lectures that I made for students and use either as a video lecture or as supplement materials in my flipped classroom method. Sometimes I will provide students with TED talk videos (below) as material to be discussed related to my lectures. 19
Blended learning Blended learning is an educational approach that combines traditional faceto-face instruction with online or digital learning activities. In a blended learning model, learners engage in a mix of both in-person and online learning experiences, with the goal of leveraging the strengths of both approaches. Blended learning can take many forms, but it typically involves a mix of instructor-led lectures, small group discussions, and interactive activities, along with online resources such as videos, readings, and quizzes. The online components can be delivered in a variety of formats, including through a learning management system (LMS), video conferencing tools, or other online platforms. The goal of blended learning is to provide a more flexible and personalized learning experience that can be tailored to the needs of individual learners. By combining the best elements of face-toface instruction and online learning, blended learning can help to improve student engagement and motivation, promote active learning, and enhance learning outcomes. Blended learning is increasingly being used in a wide range of educational contexts, from classrooms to higher education institutions and corporate training programs. Its flexibility and adaptability make it well-suited to a variety of learning environments, and it has been shown to be effective in improving student achievement and outcomes. Incorporating blended learning in my courses In my teaching practice, I incorporate blended learning by utilizing the university's Moodle platform, known as PutraBlast. This platform allows me to communicate information about the course, provide lecture notes and readings, and assign and grade assessments. It also enables me to create and share multimedia resources such as videos, audio recordings, and interactive activities. Using the PutraBlast platform has allowed me to create a more flexible and engaging learning experience for my students. They can access course materials and resources at any time, from anywhere, which means they can review the materials as often as they need to and at their own pace. This is especially helpful for students who have other commitments, such as work or family responsibilities, and may not be able to attend every lecture in person. 20
In addition to providing access to course materials, I also use the PutraBlast platform to facilitate online discussions and group activities. This allows students to collaborate and learn from each other, even when they are not in the same physical location. The platform also provides a way for me to track student progress and provide feedback on assignments, which helps to keep students accountable and motivated. Overall, incorporating blended learning into my teaching practice has allowed me to create a more dynamic and engaging learning experience for my students. By using the PutraBlast platform, I am able to provide a more personalized and flexible learning experience, which has helped to improve student engagement and outcomes in my courses. PutraBlast is the Learning Management System (LMS) used by Universiti Putra Malaysia (UPM) to facilitate teaching and learning. This system offers a comprehensive suite of tools and resources that enable instructors and students to interact and engage with course material in a dynamic and interactive way. With PutraBlast, students have access to a wide range of resources, including course materials, assignments, assessments, and communication tools, all of which are designed to enhance their learning experience. Prinscreen PutraBLASTDK ALIFDALINO BIN SULAIMAN – Blended learning achievement report. 21
Print Screen of my Padlet page for EPF3801 course. Print Screen of my Padlet page for EPF3801 course – Video lecture to supplement synchronous or face-to-face class and example discussion posted in PutraBlast. Print Screen of my Padlet page for EPF3801 course – Assignment submission in PutraBlast. 22
as a blended learning tools Padlet is an excellent tool for blended learning that provides a platform for sharing and submission of group work. It is an interactive online bulletin board where students can collaborate and share ideas, files, and links. In a blended learning environment, Padlet can be used to enhance group projects, discussions, and presentations. One of the most significant benefits of Padlet is its ease of use. It can be accessed from any device with an internet connection and is simple to set up and use. Students can create their own boards, which can be customized with different backgrounds and layouts. They can add text, images, videos, and audio files to their boards, making them visually appealing and interactive. In a blended learning environment, Padlet can be used to facilitate group work. Students can create a board for their project and invite their group members to collaborate. They can share their ideas, research findings, and drafts of their work on the board. The teacher can also provide feedback and suggestions on the board, which makes the learning process more engaging and collaborative. Padlet also provides an easy way for students to submit their group work to the teacher. Instead of emailing multiple files or sharing them on a cloud-based storage service, students can submit their work on the Padlet board. This makes it easier for the teacher to access and evaluate the work of the students. Print Screen of a Padlet where I used it for ECC3014 Engineering Statistics course for mini project activity. Students were asked to communicate and submit their work on the platform. In this way everyone can share their works and would also benefits others in the class. 23
Reference books Reference books are an essential component of teaching engineering courses. Engineering is a vast and complex field, with new research and discoveries being made all the time. Reference books provide a valuable resource for students to explore the theoretical and practical aspects of the field, and to learn from the experience and expertise of established experts in the field. One of the most important benefits of using reference books in teaching engineering courses is that they help to provide a comprehensive and up-to-date understanding of the subject matter. Many engineering textbooks cover only the basics of a particular topic, and may not include the latest research and discoveries. Reference books, on the other hand, provide a deeper and more detailed exploration of specific topics, which can help students to develop a more nuanced understanding of the subject matter. In addition, reference books can help students to connect the theoretical concepts they learn in the classroom to real-world applications. Many reference books provide case studies, examples, and practical advice on how to apply engineering principles to real-world problems. This can help students to see the relevance and applicability of the concepts they are learning, which can increase their engagement and motivation in the course. Another important benefit of using reference books in teaching engineering courses is that they can help to foster critical thinking and problem-solving skills. Many reference books include exercises and practice problems that challenge students to apply the concepts they have learned to new and complex problems. By working through these problems, students can develop their analytical skills and learn to think creatively and independently. Overall, reference books are an important resource in teaching engineering courses. They provide a deeper and more comprehensive understanding of the subject matter, help students to connect theoretical concepts to real-world applications, and foster critical thinking and problem-solving skills. By incorporating reference books into their teaching, engineering instructors can provide their students with a more engaging, effective, and enriching learning experience. 24
Examples of reference books for subject that I have taught: 25
Research articles Using research articles in teaching engineering courses can be a valuable way to deepen students' understanding of key concepts and expose them to the latest developments in the field. By incorporating research articles into their teaching, engineering instructors can provide their students with a more robust and nuanced understanding of the subject matter. One of the key benefits of using research articles in teaching engineering courses is that they can help to expose students to the latest research and discoveries in the field. Engineering is a rapidly evolving discipline, with new research and discoveries being made all the time. By using research articles in their teaching, instructors can help their students stay up-to-date with the latest developments and prepare them for careers in the field. In addition, research articles can help to foster critical thinking and problem-solving skills. Many research articles present complex problems or challenges and encourage readers to think creatively and independently about potential solutions. By incorporating research articles into their teaching, instructors can help their students develop their analytical skills and learn to think more deeply and critically about the subject matter. Furthermore, research articles can be a useful tool for promoting active and collaborative learning. Many research articles present opportunities for group discussions, collaborative problemsolving, and peer-to-peer learning. By incorporating research articles into their teaching, instructors can encourage their students to work together, share ideas, and learn from each other in a more interactive and engaging way. Overall, using research articles in teaching engineering courses can be a valuable way to enhance students' understanding of the subject matter, expose them to the latest research and discoveries, and foster critical thinking and problem-solving skills. By incorporating research articles into their teaching, engineering instructors can provide their students with a more engaging, effective, and enriching learning experience. . 26
Example of article used in ECH3018 on energy calculation on based on different source of energy: heat, ultrasound and pressure. Example of papers used in EPF3801 Reaction Kinetics and Reactor design. To teach reaction kinetics on food systems. 27
PowerPoint slides Using PowerPoint slides in teaching can offer several benefits to both instructors and students. Here are some of the key benefits of using PowerPoint slides in teaching: Firstly, PowerPoint slides can help to organize and structure lectures in a clear and concise way. Instructors can use slides to outline the key concepts and ideas of their lecture and break down complex information into more digestible pieces. This can help students to better understand and retain the information presented in the lecture. Secondly, PowerPoint slides can be a useful tool for visual learners. By incorporating images, graphs, charts, and diagrams into their slides, instructors can help to convey complex information in a more accessible and engaging way. This can help to enhance students' understanding and retention of the material. Thirdly, PowerPoint slides can be a valuable resource for students to review and study outside of class. Instructors can share their slides with their students, either before or after the lecture, so that they can review and study the material at their own pace. This can be especially helpful for students who may struggle to keep up with the pace of the lecture or who need additional time to process the information presented. Fourthly, PowerPoint slides can help to promote active and collaborative learning. Instructors can use slides to pose questions, encourage group discussions, and prompt students to engage in active problem-solving. This can help to make lectures more interactive and engaging, and can foster a more collaborative and inclusive learning environment. Finally, PowerPoint slides can be a timesaving tool for instructors. By creating well-structured and organized slides, instructors can reduce the amount of time they spend on preparation and focus more on delivering the lecture and engaging with their students. This can be especially helpful for instructors who teach multiple courses or who have limited time to prepare their lectures. Overall, using PowerPoint slides in teaching can be a valuable way to enhance students' understanding and retention of the material, promote active and collaborative learning, and save time for both instructors and students. By incorporating PowerPoint slides into their teaching, instructors can provide their students with a more engaging, effective, and enriching learning experience. 28
Example of my slides using PowerPoint. This was for EPF3108 Reaction Kinetics and Reactor Design. My slides usually looks very clean and required students to make notes in lecture to be completed. In this way students will get more of the lecture. While listening, they need to input missing information to enhance their understanding on the topics. 29
Example of my slides with annotation during class. I feel this is more engaging then just giving a dry lecture. 30
Student Centred Learning Student-centered learning is an educational approach that places the needs and interests of the student at the forefront of the learning experience. In the context of engineering courses, studentcentered learning means designing instructional methods and learning experiences that are tailored to the needs and interests of the student. One of the key benefits of studentcentered learning in engineering courses is that it can help to promote active and engaged learning. By focusing on the individual needs and interests of each student, instructors can create a more personalized and interactive learning experience that encourages students to take an active role in their own learning. This can help to foster a deeper understanding and engagement with the subject matter and can prepare students for successful careers in the field. In addition, student-centered learning in engineering courses can help to foster critical thinking and problem-solving skills. By allowing students to take a more active role in their own learning, instructors can encourage them to think more critically and independently about the material. This can help to prepare students for the complex and challenging problem-solving that is often required in engineering careers. Furthermore, student-centered learning in engineering courses can help to promote a more inclusive and diverse learning environment. By taking into account the individual needs and interests of each student, instructors can create a learning experience that is more responsive to diverse backgrounds, experiences, and learning styles. This can help to create a more equitable and inclusive learning environment and can help to prepare students to work effectively with colleagues from diverse backgrounds. Overall, student-centered learning in engineering courses can be a valuable way to enhance students' understanding and engagement with the material, promote critical thinking and problemsolving skills, and create a more inclusive and equitable learning environment. By designing instructional methods and learning experiences that are tailored to the needs and interests of the student, instructors can create a more effective, engaging, and enriching learning experience for their students. 31
In my classes, I employ a student-centered approach to enhance the understanding of complex concepts through problem solving. Rather than relying on traditional lecture-based teaching, I facilitate interactive sessions that encourage students to take ownership of their learning. By adopting this approach, students are empowered to ask questions, explore solutions, and share their perspectives. One of the most effective techniques that I use to promote student-centered learning is problem-based learning. This approach involves presenting students with real-world problems that require them to use critical thinking and problem-solving skills to arrive at solutions. By working through complex problems in groups, students develop a deeper understanding of the concepts and theories behind the problems. In addition to problem-based learning, I also incorporate various teaching strategies that encourage active participation and engagement from the students. For instance, I frequently use case studies and role-playing exercises to help students apply concepts to real-life situations. I also use group discussions and debates to facilitate critical thinking and analytical skills. By using student-centered learning in the classroom, I have seen a significant improvement in the students' ability to understand and apply complex concepts. They have become more engaged, enthusiastic, and confident in their learning, and are able to work collaboratively with their peers to solve problems. Overall, this approach has been an effective way to create a more dynamic and interactive learning environment. Students in my class busy discussing on the problem provided to them and they need to do it in groups. Usually students learn better when they can discussed, rather than just working alone. This was EPF3018 students. 32
Flipped classroom The flipped classroom is an educational approach that can be implemented in various ways, but typically involves using video lectures or reading materials as a primary source of instruction outside of class time. This allows students to learn the foundational knowledge at their own pace, and use in-class time for activities such as problem-solving, discussion, or hands-on projects. In my classes, I have found that the flipped classroom approach is an effective way to facilitate learning and maximize student engagement. To implement this approach, I provide students with access to learning materials through various online platforms, including PutraBlast, WhatsApp, and Telegram. By using these platforms, I am able to provide students with pre-recorded lectures, videos, and reading materials, which they can review at their own pace and in their own time. This allows for more flexibility in their learning and gives them the opportunity to fully understand the material before coming to class. During class time, I focus on clarifying any doubts or questions the students might have and facilitating interactive discussions, activities, and assessments to reinforce their understanding. The flipped classroom approach has been particularly effective for me because it promotes active learning, encourages critical thinking, and allows for a more personalized and collaborative learning experience. It also enables students to take greater responsibility for their learning, as they have more control over the pace and direction of their studies. The flipped classroom can also provide an opportunity for students to engage in active learning during class time. By moving lectures outside of the classroom, more time can be spent on group discussions, problem-solving activities, and hands-on projects. This can help students to apply the knowledge they have gained from the video lectures and reading materials to real-world problems, and develop critical thinking and problem-solving skills. Overall, I have found that by using a flipped classroom approach, my students have become more engaged, enthusiastic, and better equipped to apply the concepts and theories they have learned in real-world situations. 33
Student activities • Ice breaking • Whatsapp/ Telegram • Kahoot! • Quizizz • Mentimeter • Group activity • Assignment • Test 34
Ice breaking activity in class An ice-breaking session is an activity that is typically used at the beginning of a meeting, training session, or other group event to help people get to know one another and feel more comfortable in the group. The goal of an ice-breaking session is to create a more relaxed and positive atmosphere where everyone can feel at ease and ready to participate. These activities are designed to help break down barriers and create a sense of camaraderie among participants. Ice-breaking sessions can take many different forms, but they typically involve some sort of activity or game that encourages people to share information about themselves or interact with one another in a fun and engaging way. Some common examples of ice-breaking activities include introducing oneself to the group, playing a game, sharing a personal story or experience, or participating in a team-building activity. 35
I use “padlet” as a platform for ice breaking. Whether it is face-to-face or online class, this activity is a must as an activity to loosen up the mood. This is also my opportunity to remember and get to know my students better. Usually, it will just be a general question and some light information together with a selfie. 36
Print screen showing an example for ECC3014 course’s students using Padlet for “introduce yourself” activity. Figure above shows how it was in the Padlet and figure below shows when click to enlarge. 37
/ Using WhatsApp or Telegram as a communication means for undergraduate courses has become increasingly popular in recent years. These apps provide a convenient and efficient way for instructors to communicate with their students outside of class and can be used to send reminders, answer questions, and provide updates about course material. One of the biggest advantages of using these apps is that they are widely used and readily accessible. Most students have smartphones, which means they can easily access course material and communicate with their instructors onthe-go. This can be particularly helpful for students who may have limited access to computers or who need to communicate with their instructors quickly. Another advantage of using WhatsApp or Telegram is that they enable instructors to communicate with their students in real-time. This can be particularly useful for answering questions or providing feedback, as it can help to ensure that students are staying on track and understanding course material. In addition, group chats can be used to foster a sense of community and collaboration among students. However, there are also potential drawbacks to using these apps as a means of communication. One potential issue is privacy and security concerns, particularly with regard to student data. Instructors should ensure that they are following best practices for data privacy and that they are not sharing any sensitive information over these platforms. Additionally, there may be concerns about the frequency and volume of messages being sent, which could lead to students feeling overwhelmed or distracted. Print screen of Whatsapp group for EPF3801 Reaction Kinetics and Reactor Design Print screen of Telegram group for ECC3014 Engineering Statistics 38
Kahoot is an online platform that can be used for interactive learning activities in undergraduate courses. It allows instructors to create quizzes and games that can be played in class, either as a group or individually. Using Kahoot can be a great way to engage students in the learning process, as it provides a fun and competitive environment that encourages active participation. Kahoot quizzes can be designed to test students' knowledge of course material, and the platform provides real-time feedback to both the instructor and the students. This feedback can be used to identify areas of strength and weakness in the class, and to guide future teaching and learning activities. Kahoot can also be used to reinforce key concepts and terminology, and to help students retain information. How I use Kahoot! in my class? I have found that using Kahoot in my classes has been a great way to incorporate informal formative assessment into my teaching. By using Kahoot quizzes as a quick check-in during class, I am able to gauge my students' understanding of key concepts and identify areas where they may need further clarification. The interactive and competitive nature of Kahoot quizzes also makes them a fun and engaging way for students to review course material. They enjoy the element of competition and often get excited to see how they rank against their classmates. Furthermore, the real-time feedback provided by Kahoot is incredibly useful for both me and my students. I am able to immediately identify areas where students are struggling, and can adjust my teaching accordingly. Students are able to see where they stand in relation to their classmates, which can help to motivate them to study and learn more. Using Kahoot as an informal formative assessment tool has also helped to create a more relaxed and enjoyable learning environment in my classes. It has encouraged students to participate more actively in class, and has made learning more enjoyable for everyone involved. 39
Print Screen of my Kahoot! page and sample of questions use as assessment for learning that I used. 40
As an instructor, I have found Quizizz to be a great tool for making quizzes more relaxed and engaging for my students. Similar to Kahoot, Quizizz allows me to create quizzes that can be played in a game-like format. However, unlike Kahoot, Quizizz quizzes can be played at the student's own pace, which creates a more relaxed and stress-free environment. The game-like format of Quizizz quizzes makes them more engaging and interactive for students, while the ability to play at their own pace makes them more accessible to all students. This means that students who may struggle with the pace of a traditional quiz or who may have difficulty with timed assessments can still participate and engage with the material in a fun and engaging way. Furthermore, Quizizz provides real-time feedback to both the instructor and the students, which is incredibly useful for identifying areas of strength and weakness in the class. This feedback can then be used to guide future teaching and learning activities. Overall, I have found that using Quizizz has made quizzes more relaxed and engaging for my students. It provides a fun and interactive way for students to review course material, while also allowing me to assess their understanding and provide real-time feedback. If you are looking for a tool to make quizzes more engaging and accessible for your students, I highly recommend giving Quizizz a try. Print Screen of my Quizizz page and some examples quizzes that I have used in my classes and talks. 41
As an instructor, I have found Mentimeter to be an incredibly useful tool for promoting student participation in the classroom. Mentimeter is an interactive presentation software that allows me to create and deliver interactive presentations, and collect real-time feedback from my students. By using Mentimeter in my classes, I am able to create a more participative learning environment. For example, during class discussions, I use Mentimeter to ask students questions and collect their responses in real-time. This allows me to gauge their understanding of the material and adapt my teaching accordingly. I also use Mentimeter for brainstorming and reflection activities, which encourages students to think more deeply about the material and express their ideas in a creative and interactive way. One of the key benefits of Mentimeter is its ability to make learning more engaging and interactive for students. They are able to participate more actively in class, and feel more invested in their learning. This is especially important in today's world, where students are often distracted and disengaged by the constant flow of information and stimuli. Overall, I highly recommend using Mentimeter as a tool for promoting student participation and engagement in the classroom. It is easy to use, highly customizable, and allows for real-time feedback that can guide future teaching and learning activities. If you are looking for a way to create a more interactive and engaging learning environment, Mentimeter is definitely worth exploring. 42
Group activity – Mini Project (EPF3801 Reaction Kinetics and Reactor Design) Group activities are an essential part of my teaching methodology as they encourage students to develop problem-solving skills and promote teamwork and collaboration. For example, in my EPF3801 Reaction Kinetics and Reactor Design course, I organized a group activity where students had to evaluate and determine reactor sizing using manual calculations and SuperPro Designer software. ‘During the activity, students worked in groups to compare the results obtained from the two approaches. This allowed them to understand the advantages and disadvantages of both methods and to develop a deeper understanding of the concepts of reactor sizing and design. By conducting such group activities, I am able to assess several Program Outcomes (POs) for my students. In particular, this activity aligns with PO3, which requires students to design solutions for complex engineering problems (C5: Evaluating), PO7, which requires students to apply reasoning informed by contextual knowledge to access societal, health, safety, legal, and cultural issues (C3: Applying), and PO8, which requires students to understand the impact of professional engineering solutions in a societal and environmental context (A2: Responding). This mini project worth 15% of students’ grade. Overall, group activities like this one are an effective way to engage students and help them to develop the skills and knowledge necessary to succeed in their engineering careers. Students of EPF3801 during the in-class session for the mini project. 43
Example of the mini project for EPF3801: 44
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Group activity – reviewing the literatures for statistics application (ECC3014 Engineering statistics) In ECC3014 Engineering Statistics, I implemented a group activity to demonstrate how the statistics we learned in class can be applied to individual fields of study. The goal was to help students become more comfortable with reading and thinking critically about a published journal article. Specifically, the activity required students to comment on the underlying assumptions and statistical methodology used in a journal article. Even if we hadn't covered the particular method used in the article, students had the statistical foundation necessary to learn about and interpret new statistical techniques. The activity also provided an opportunity for students to hone their critical thinking skills, practice technical writing, and work in teams. Through this activity, I assessed PO10 Engineering Communications (taxonomy level A3: valuing) and PO11 Working in Teams (taxonomy level A3: valuing). This group work worth 10% of students' grade. Padlet board for the ECC3014 Mini Project. 46
PDF generated from Padlet – students’ submissions. 47
Assignment Assignments are an essential tool that I use to reinforce students' understanding of the course material. Assignments provide students with the opportunity to apply the knowledge that they have learned in class to real-world problems. This process helps to strengthen their understanding of the concepts, and it also helps to identify any areas where they may need additional help. Assignments also provide a valuable opportunity for students to practice critical thinking, problem-solving, and analytical skills. Assignments are a vital component of the overall assessment strategy for the courses I teach. I use assignments to evaluate students' ability to apply their engineering knowledge to analyze complex engineering problems. In addition, assignments provide an opportunity to assess other relevant program outcomes such as communication skills, teamwork, and ethical responsibilities. Assignments are usually worth between 10 - 20% of the overall grade, and they are typically given at regular intervals throughout the course. Overall, assignments are an essential component of the courses I teach, as they provide an opportunity for students to apply their knowledge, practice critical thinking and problemsolving skills, and reinforce their understanding of the course material. By assessing relevant program outcomes through assignments, I can ensure that students are developing the skills and knowledge required to become successful engineers in their future careers. 48