Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 50 learning whereby it involves collaboration and engagement of all students; students will have control of their learning materials; and the learning becomes personalized whereby I have to respond to students' individual needs and interests. All of these methods are in alignment with my teaching philosophy of SEE-HEAR-DO. 3.2 Creative and Innovative Approaches Employed 3.2.1 Lecture A lecture is an oral presentation intended to present knowledge and information about the course content to the students. A lecture requires the students to be focused on what is delivered to them, especially in the classroom. Contemporary issues and problems related to the lecture materials need to be taken into serious consideration. During the lecture, theory and examples are explained to the students. Students have the opportunity to gain knowledge through lectures and they are allowed to ask questions related to the lecture. I utilize slideshows, pictures and figures, videos, books, and relevant websites as my lecture materials. I also utilize PutraBLAST to upload lecture materials, do the quiz, and have a forum for discussion. I also employ e-learning games such as Kahoot! to reinforce my teaching and students' learning. SLIDESHOWS Slideshows are used as the main method to deliver my lecture on the content of the course. The slideshows structure that I employed for teaching can be divided into four main parts: learning outcomes, recall from the previous topic (if there is any), discussion on the new topic, and the short questions or quiz to test students’ understanding. Slideshows are relevant to direct the attention of the students to focus on the knowledge and information convey during the lecture. Slideshows also act as an interactive method to deliver the course content. Slideshows provide the opportunity for the students to learn by seeing and also serve as notes to the students for their reference.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 51 PICTURES AND FIGURES Pictures and figures are images that depict the topic's content in a concise form. Pictures and figures can be considered the most effective and least expensive teaching medium. They can enhance the visual perception of the students. Appropriate pictures and figures can be a catalyst that gives rise to the production of thousands of words and a multitude of creative and analytical thoughts. Pictures and figures that are used appropriately and sequentially can not only illustrate a topic but also can provide the experience to the students. VIDEOS Videos consist of movies and events that have been recorded onto a compact disc (CD), computer, etc. During the lecture, I show some videos from YouTube or CDs related to the course content. Videos offer students to retain more information and understand course content more effectively. Videos can make students more enthusiastic about what they are learning. With videos, students have the opportunity to discover connections between course content and the world outside the classroom. Moreover, videos also help me to take students on impossible field trips such as oversea field trips, and to bring history into the classroom.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 52 I also produced my own teaching videos, which I uploaded on YouTube, especially during the movement control order. The videos are very useful till now. For example, I will use the video when I have to skip class to attend other work commitments such as attending conferences, meetings, etc. Apart from that, the videos are shared with students who are absent from class due to good reasons or students who may require extra help to digest learning information for example, an international student from China who has a problem understanding my teaching and learning during my class so that he or she can recall the teaching at their time pace. BOOKS I choose internationally recognizable books as my lecture materials. This is important to ensure that the knowledge and information conveyed to the students are at the same level as that from all over the world. It is also important to ensure that the book is up to date so that the students are being in accord with the latest ideas and improvements related to the course content. Students are also recommended to buy the main reference book that I used for teaching as their own study material. When choosing the main reference book, I make sure that the language and vocabulary of the book can support students' reading abilities. The content must be developmentally appropriate and interesting to students at the same time. This is important because the more students can relate to the book, the more likely they are to engage in their learning.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 53 WEBSITE Currently, Information and Communication Technology (ICT) is needed, and perceived the importance of its use in learning. Through the utilization of ICT, the quality of education can be improved. One of the learning approaches that can be used to improve the quality of education is through relevant websites. Using these materials, I can ensure that students are presented with up-to-date information and that the materials are relevant and on par with industries and other higher learning institutions. Among the websites that are useful and related to my teaching include the British Institute of Non-Destructive Testing (BINDT), which published standards or documents that specify requirements for processes, equipment, workmanship, and parameters. All the standards are produced by a committee of experts drawn from interested organizations and are based on current industry knowledge. They cover a wide range of subjects in a wide range of industries. This website is especially important for the Process and Food Plant Design course where the students are required to design a plant according to the standard. Apart from that, I also ask my students from Safety and Health in Processing Industries course to refer to the Department of Occupational Safety and Health (DOSH) website. This website contains the latest Occupational Safety and Health Act 1994 (Act 514) and the respective Regulations apart from the latest statistic on safety and health cases. Other website includes the Food Safety and Quality Division, Ministry of Health Malaysia because this website is closely related to food safety and quality. This website contains Food Act 1983 and other related Food Regulations. All the documents on the chosen website are updated over time by the website owner. The up-to-date information is essentially important to ensure the accuracy and reliability of the information used in real workplace activity.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 54 PutraBLAST Putra Blended Learning Assistive System and Technology, PutraBLAST is the Universiti Putra Malaysia Learning Management System (LMS). PutraBLAST offers a student-user-friendly, easy-touse, and free online learning platform. It also reduces travel time and travel costs for the students and lecturer. Using PutraBLAST, students can access the lecture materials and have interactive online discussions from almost everywhere at their own pace time. Students can learn through hearing (video), seeing (class notes, video, website), and doing (quizzes, assignments, etc.) using PutraBLAST.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 55 E-LEARNING GAMES Learning through online games will help students absorb information whilst having fun at the same time. It'll also increase the likelihood of them wanting to play more, which in turn, will lead to them learning more. I give short quizzes to the students via e-learning games usually after I completed teaching each chapter in the course. The e-learning games that I employ in class include Kahoot! and Quizizz. These e-learning games have managed to increase the engagement of my students, thus reinforcing my teaching and the student’s learning. My students always enjoy the e-learning games session in my class. I can easily get instant feedback from every student in the class and assess the learning progress with reports and analytics obtained from the elearning games platform.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 56 VIRTUAL CLASSROOM A virtual classroom is an online classroom where students and a lecturer interact via the technical tools provided by the software. I use virtual classroom software to host classes remotely while maintaining the functionality available in a traditional classroom environment, especially during the COVID-19 pandemic when movement control order was in place. Examples of virtual classroom software that I have used include Zoom, Microsoft Teams, Webex, and Google Meet but my preference is always Zoom due to its convenience. After the virtual class has reverted to the physical classroom, I sometimes conduct virtual classroom in certain conditions such as when more than 10% of the students in the same class were tested positive for COVID-19, so that they can still attend the class from their quarantine station and that they will not miss my class. The virtual classroom is also useful when I have to go outstation to attend other work commitments such as attending conferences and important meetings. The virtual classroom is very convenient, flexible, and easy. Most virtual classroom software has all the basic features, such as screen sharing, screen recording, whiteboard, and group and private chat features which are perfect for interactive and engaging learning. I can record my virtual classroom, and then share the video so that the students can rewatch the lecture again if necessary at their own learning pace. 3.2.2 SCL Activities GROUP DISCUSSION AND PRESENTATION Group discussion and presentation are platforms for the students to discuss and explain their ideas on a certain topic among their classmates. Group discussion and presentation help students to develop a better perspective on issues related to topics discussed by bringing out diverse viewpoints. When students exchange differing views on an issue, students have the opportunity to get a clearer picture of the problem and are able to understand
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 57 the issue. Correspondingly, deep understanding makes students better equipped to deal with the related problem or issue. Besides, group discussions and presentations serve as a beneficial platform for students to increase their confidence levels and improve their communication skills. Rubrics are usually utilized to evaluate the student's work and communication skills. The students’ presentations are not limited to physical presence only but also include video and online presentations. Video presentations afford more flexibility to the students whereby the students can prepare the video on their own time and other students can watch and rewatch the presentations, also at their own time when they need to refresh their memory. FIELD TRIP A field trip is a visit to an area outside of the normal class where students can have different experiences and try new things firsthand. A field trip can be to countless locations where students can see new sights and have hands-on opportunities in a wide variety of experiences.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 58 For Safety and Health in Processing Industries course, students have the opportunity to visit Federal Agricultural Marketing Authority (FAMA) Coffee Factory in Banting and Sime Darby Research Centre in Pulau Carey to observe and experience the safety and health issues in the food processing industry. During the field trip, students got the opportunity to learn by hearing – talk from the manager, learn by seeing – observing the process to produce coffee and product development in Sime Darby as well as the hazards involved with it, and learn by doing - try sealing machine for packaging and do some simple experiment to get a firsthand feel for hazards that might involve. They were required to produce two pages reaction paper on the safety and health issues discover during the field trip and fill in Hazard Identification, Risk Analysis, and Risk Control (HIRARC) form. The student's ability to relate the field trip and their course material is evaluated based on appropriate rubrics. The field trip is an experiential activity that engages students intellectually, socially, and physically, resulting in more-powerful and morememorable learning experiences. The experience gained during field trips was relevant and meaningful to the course. SEMINAR BY INVITED SPEAKER Seminar is an opportunity for the students to learn more about their field of study and tap into the knowledge of industry experts. From learning new topics to practical and strategic solutions to take away with them, seminars deliver useful information to the students in a short time. Among the objectives of the seminar by the invited speaker from industry is to expose students to the real world of work, expose students to the latest technologies and knowledge in the market, and expose students to specific practices in their respective fields of specialties.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 59 Students gain knowledge presented by the speaker during the seminar. From the seminar, students get to know how the knowledge learned throughout the course is being implemented in the industry. They become more appreciative of the courses. Apart from that, the students have the opportunity to meet, talk, and discuss with the speaker, who is a professional in the respective field. The seminar offered a sense of inspiration to the students to become involved in the related field. After the seminar, I will conduct a discussion session with the students on what they have learned throughout the seminar. For Safety and Health in Processing Industries course, I have invited Pn. Norwani Ahmat, currently the Head of Safety, Health, and Environment at PROTON Holdings Berhad to give a seminar in the classroom. She was previously a Safety and Health Manager at MMC-Gamuda Joint Venture Sdn Bhd and a Safety Health and Environment Manager at Nestle Manufacturing (M) Sdn Bhd. She delivered a seminar on ‘Safety and Health in Industrial Processing.’ For the Process Control course, my students have the opportunity to attend a webinar on ‘Instrumentation, Control Valve, and Steam Process Automation Control’ delivered by Ir. Wendy Ooi Mong Lee. Ir. Wendy Ooi Mong Lee has working experience related to palm oil mill engineering design, steam generation, and control in the palm oil industries.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 60 For the Process and Food Plant Design course, my students have also had the opportunity to attend a webinar and seminar on ‘The Operations, Design and Maintenance for Bi-Drum Water Tube Boiler’ and ‘Intern and Career Opportunity as a Process Engineer’ delivered by Ir. Hor Kok Luean and Mr. Riik Tan, respectively who have working experience related to process and food plant design. REACTION PAPER A reaction paper is a paper to give a critique of a certain subject matter. A reaction usually contains personal opinions regarding a certain subject or work. The paper should include a summary of the subject or work, but the main focus is the students’ thoughts, feelings, and rationalizations about the subject or the work. For the Safety and Health in Processing Industries course, I ask the student to produce two pages reaction paper on the safety and health issues discover during the field trip. From this exercise, students get the opportunity to learn the current scenario of safety and health issues in the industry and relate them to their learning in class. This resulted in them gaining a better understanding of the materials taught in class. Other situation includes when I want the students to give their opinions or thoughts after attending a seminar by invited speakers or when I want to hear their opinions about an article, journal paper, or hot issue related to their learning materials.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 61 D ASSIGNMENT FOR COFFEE FACTORY VISIT Read the following article and write 2 pages reaction paper that relates the article and your observation from the coffee factory visit on safety and health issue in the coffee industry. Suggest solutions for the safety and health problem (if there is any) that you discover from the visit. Please relate the problem to OSH Act and Regulations (if there are any). THINK-PAIR-SHARE Think-pair-share is a collaborative learning technique whereby students get to work together to brainstorm on a matter of discussion, solve a problem, or answer a question. Think-pair-share requires students to think individually about a topic or answer; discuss the ideas with a friend; and share ideas with their classmates which can improve teamwork and communication skills. Thinkpair-share is a very engaging learning technique. After the session, I will expand the sharing discussion into a whole class discussion. READ, STUDY, AND TELL Another teaching technique that I used in class is read, study, and tell. One of the class activities requires students to study the application of the learning materials in real life. For example, for Fluid Mechanics I course, I require the students to find examples of applications of fluid kinematics in real life from three different resources, study the fluid kinematics concept of each of the examples, and explain the fluid kinematics concept to other persons who do not have any background in Fluid Mechanics.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 62 For Safety and Health in Processing Industries course, I ask the students to find real cases related to occupational safety and health on their own through websites, newspapers, etc. Then, they are required to read and study the case and subsequently share their perspective on the case with their friends. Their friends are invited for question and answer sessions. Through read, study, and tell, students have the opportunity to discover connections between topics learned in class and real applications of the topics. They also get to know the importance of learning the course. DO-IT-YOURSELF Do-it-yourself is a philosophy that puts the student at the center of the learning experience, by turning the students into the maker of their own learning materials. The do-it-yourself technique may nurture the students to develop new skills and knowledge independently, often by creative and resourceful means. As a lecturer, I do admit that sometimes I just cannot teach everything and show the students each and every important example. Do-it-yourself is a good approach for the students to learn some of the course materials by themselves. Apart from that, Safety and Health in Processing Industries course usually involves many analyses and documentation. As future engineers, students need to know how to do the analysis and fill in the appropriate documentation. Students are given the opportunity to conduct the analysis and fill in the documentation on their own based on the problem given in several in-class exercises and for their project work. Several accidents occurred in a metal products fabrication and assembly plant, which is listed below. The company employs 250 workers (workers are employed on a regular 40-hour workweek basis). Perform the analysis for each case and then fill out the JKKP 8, Register of Accident, Dangerous Occurrence, Occupational Poisoning and Occupational Disease form. Kindly refer to http://www.dosh.gov.my to obtain the form and the reference tables. File 1 January 31: Press-blanking operator lacerates hand on strip stock scrap from punch press; first aid received, no medical treatment; worker remains on the job. File 2 February 19: Maintenance worker, not wearing eye protection, operating grinding machine in the tool room, incurs eye injury from flying chip; medical treatment required; injury occurs on Tuesday, the employee returns to the regular job at regular time on Thursday.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 63 On the other hand, the Process and Food Plant Design course also involve plant design that consists of many equipment, processes, and standards. The students need to know which is the appropriate equipment, processes, and standard to choose and use. Students are allowed to conduct analysis and choose based on their own reasoning by referring to different resources given in class for their plant design work. I believe, that do-it-yourself exercise is important to prepare students that are fully equipped with not only knowledge but skills and thus, they are work ready. CASE STUDIES A case study is a descriptive, exploratory, or explanatory analysis of an event that has occurred. A case study involves an in-depth, detailed examination of a particular case within a realworld context. It requires higher-order thinking skills and challenges the students' knowledge. The most significant benefit of a case study is that case study enables a holistic review. The case study offers the opportunity for students to use their knowledge of a certain subject and gain a greater understanding of the subject. The case study also improves students’ analytical and critical thinking and encourages them to think outside the box. I evaluate case studies using appropriate rubrics. For Occupational Safety and Health in Processing Industries course, among the cases chosen are the Bright Sparklers accident and the Bhopal tragedy just to name a few. I share with the students the article and video link for the cases. Students are required to explore causation in order to find underlying principles behind the event.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 64 FAKTA KEJADIAN: Tragedi letupan kilang mercun Tarikh Kejadian: 07.05.1991 Anggaran Masa Letupan: 3.45 petang Maut: 26 orang Cedera: 83 orang Jumlah Kutipan Derma Tabung Bencana: RM935,688.18 Oleh Nasron Sira Rahim LETUPAN paling kuat dan dahsyat dalam sejarah Malaysia berlaku pada petang Selasa, 7 Mei 1991 di Sungai Buluh, Selangor. Kekuatan letupan dan kesan kemusnahan yang dihasilkan menyebabkan tragedi itu turut digelar ‘Hiroshima Sungai Buluh’ berikutan ledakan menggegarkan itu diibaratkan seakan-akan peristiwa bom atom dijatuhkan pesawat Amerika ke wilayah Jepun itu pada Perang Dunia kedua. Begitulah andaian kesan letupan 200 tan belerang yang berpunca dari sebuah kilang mercun di kawasan itu sehinggakan percikan bunga api dan serpihan bertebaran jauh malah kesan gegaran dirasai sehingga tujuh kilometer dari lokasi tragedi. Bunyinya yang kuat bagaikan letupan bom berkuasa tinggi dan kesan gegarannya memecahkan cermin tingkap rumah di bandar Seri Menjalara dan Selayang, yang terletak kira-kira tujuh kilometer jauhnya dari kilang itu. Jika kawasan sejauh itu mampu musnah dan rosak, dapatkah anda bayangkan keadaan mangsa yang berada hanya beberapa kaki dari bahan letupan itu ketika ia meletup? Tragedi kilang mercun itu memberi sejarah besar kepada negara. For the Process Control course, I conduct a case study using SimView, which is a freely available simulator produced by TechTeach for dynamic systems, control, and signal processing. The SimView is an interactive real-time simulator whereby the responses are calculated and plotted on the screen in real-time and can produce immediate graphical responses as a result of the user's parameter adjustments just like in a real lab. Detail instructions of the case are given, thus SimView is an effective learning tool.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 65
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 66 Another example of a case study employed in my class is for the Process and Food Plant Design course. For utilities and energy efficient design, we conduct a case study on a plant flowsheet obtained from a citation-indexed journal. In this case study, the aim is to design an optimum heat exchanger network for a plant that consists of a reactor and distillation column. Pinch analysis is utilized to design this system. PROBLEM-BASED LEARNING Problem-based learning is a teaching style that encourages students to become the drivers of their learning process. Problembased learning usually uses complex, realworld issues as the subject matter. Students are given an open-ended problem. Students must search through a variety of resources, to help them understand the problem from all angles. The students will develop higherorder thinking and problem-solving skills and learn concepts through problem-based learning instead of just absorbing information from the lecturer. Sometimes problem-based learning requires teamwork, and sometimes the work is individual. You are the project manager of a team that has been asked to complete the design of a chemical plant up to the stage of design selection. You have four engineers available (plus yourself) and the work must be completed in ten weeks. Develop a project plan and schedule of tasks for each engineer. Be sure to allow sufficient time for equipment sizing, costing, and optimization. What intermediate deliverables would you specify to ensure that the project stays on track? nternational ournal o Scienti ic ngineering esearch olume , ssue , uly
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 67 The rate of heat transfer to water flowing in a pipe has been analyzed previously. Let us approach that same problem, but now with dimensional analysis. Cold water enters a pipe, where it is heated by an external heat source. The inlet and outlet water temperatures are Tin and Tout, respectively. The total rate of heat transfer ̇ from the surroundings into the water in the pipe is known to be a function of the mass flow rate ̇, the specific heat cP of the water, and the temperature difference between the incoming and outgoing water. Based on Chapter 7 - Dimensional Analysis and Modeling handout, showing all your work, use dimensional analysis to find the functional relationship between these parameters, and compare it to the analytical equation given. PROJECT-BASED LEARNING A project is a sequence of tasks, planned from beginning to end and bounded by time, resources, and required results. This type of learning involves students in investigations of compelling problems related to course content. The project grows out of challenging questions that cannot be answered by normal learning. Project-based learning put students in active roles such as problem solvers, decision-makers, investigators, or documentarians. Via the projects, students learn to explore real-world problems and challenges, simultaneously developing cross-curriculum skills (ICT, Mathematics, communication, etc.) while working in small collaborative groups. The projectbased learning requires students to become active and engage in learning, thus, it inspires students to obtain a deeper knowledge of the subjects or topics that they are learning. An example of project-based learning that I conduct is Integrated Plant Design Project for Process and Food Plant Design course where students are required to design a process and food plant using SuperPro Designer software and conduct economic analysis in the group. I also conduct a mini project for the Fluid Mechanics course, especially on the Fluid Kinematics chapter. This project is used to evaluate the communication skill of the students in complex engineering activities with the engineering community and with society at large. For the Process Control course, I also establish a project on the control strategy of main fruit juice processes. This project is a comprehensive project that covers almost all the chapters in the Process Control course.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 68 0 5 10 15 20 25 A A- B+ B B- C+ C C- D+ D F No. of students Grades FLUID MECHANICS I (2022/2023-1) TEST 1 TEST 2 3.3 Impacts of Creativity and Innovation on Teaching Quality 3.3.1 Improvement in Students' Achievement BEFORE AND AFTER CREATIVITY AND INNOVATION The improvement in students’ achievement after creativity and innovation implementation in class can be proven by a comparison of the results before and after implementing the creativity and innovation approaches in teaching. For example, a comparison of the results of Test 1 and Test 2 (before and after conducting problembased learning and project-based learning, respectively) for the Fluid Mechanics 1 course has shown
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 69 0 2 4 6 8 10 12 14 A A- B+ B B- C+ C C- D+ D F No. of students Grades SAFETY AND HEALTH IN PROCESSING INDUSTRIES (2016/2017-2) WEEK 1-7 EVALUATION WEEK 8-12 EVALUATION 0 2 4 6 8 10 12 14 16 A A- B+ B B- C+ C C- D+ D F No. of students Grades PROCESS CONTROL (2020/2021-1) WEEK 1-7 EVALUATION WEEK 8-12 EVALUATION 0 10 20 30 40 50 60 70 80 A A- B+ B B- C+ C C- D+ D F Percentage of students (%) Grades CHEMICAL ENGINEERING THERMODYNAMICS 2018 2019 2020 improvement in Test 2 which is very good where the number of students getting an A grade increased, and the number of getting F grade decreased. A comparison of the results for the Week 1-7 evaluation and Week 8-12 evaluation (before and after conducting the problembased learning, project-based learning, and case study respectively) for the Process Control course has shown improvement in Week 8-12 evaluation where the number of students getting a grade A increased and none getting an F grade. The number of students who obtained grade B was the lowest for Week 8-12 evaluation. Moreover, a comparison of the results for the Week 1-7 evaluation and Week 8-12 evaluation (before and after conducting the case studies and project-based learning, respectively) for the Safety and Health in Processing Industries course has shown improvement in Week 8-12 evaluation where the number of students getting grade A increased and none getting an F grade. The number of students who got C was the lowest for Week 8-12 evaluation. STUDENTS’ ACHIEVEMENTS IN DIFFERENT YEARS OF TEACHING The improvement in students’ achievement can also be observed by comparing the grades of students for the same course that I taught in different academic years. The bar chart is utilized to show the improvement in my students’ grades for different academic teaching years. For example, for the
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 70 0 20 40 60 80 100 120 Percentage of students (%) A A- B+ B B- C+ C C- D+ D F Grades PROCESS CONTROL 2016 2019 2020 2021 Chemical Engineering Thermodynamics course, the percentage of students getting grade A increased slightly from 26% in the year 2018 to 28% in the year 2020. In 2019 however, although only 5% of students got a grade of A, there was a major increment in the percentage of students getting grades A- and B compared to the year 2018. Furthermore, no students obtained a grade of F for the years 2019 and 2020. For the Process Control course, the percentage of students getting grade A increased from 11% to 19% from the year of 2016 to the year of 2020. In 2021 however, although only 5% of students got a grade of A, there was a significant improvement in the percentages of students getting grades B and Bcompared to the years 2016, 2019, and 2020. No students obtained a grade of F for the years 2020 and 2021. The inconsistency in the improvement of the grade might be due to the various backgrounds of students with different levels of fundamental engineering knowledge. 3.3.2 Quality of Students' Work CREATIVITY IN PRESENTING IDEAS The impacts of creativity and innovation on the quality of students’ work can be proven by the ability of the students to be more creative in presenting their ideas. For example, the students managed to produce interactive slideshows and high-quality videos during the presentation. They include infographics, use colorful themes, include cute but meaningful figures, and utilize charts and tables instead of long boring text. Their presentation of the ideas becomes more interesting, and engaging, and manage to attract the attention of other students.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 71 CREATIVITY AND INNOVATION IN THE CASE STUDIES, PROJECT-BASED LEARNING, AND PROBLEM-BASED LEARNING Students are able to understand and demonstrate their creativity and innovation in the case studies, project-based learning, and problem-based learning applied to teaching and learning. For example, one of the students in the Fluid Mechanics I course as shown below managed to find good examples of real applications of fluid kinematics and relate the examples with the Lagrangian/Eulerian description, flow patterns, and vector field/plot; which cover almost all the topics of the chapter on Fluid Kinematics.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 72 Meanwhile, the following group of students managed to successfully apply artificial intelligent concepts to control the process of producing sugar for the Process Control course. This demonstrates the creativity and innovation of the student in project-based learning.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 73 ABILITY TO ARTICULATE IDEAS IN WRITING The impacts of creativity and innovation on the quality of students’ work can also be observed in the ability of the students to present their ideas in writing. For Safety and Health in Processing Industries course, the students manage to write a good and comprehensive 2 pages reaction paper after the coffee factory visit. The students managed to identify the hazards as well as safety and health problems encountered at the coffee factory. They are also able to suggest solutions for the problems and relate the problems with the Occupational Safety and Health Acts and Regulations. IMPROVEMENT OF PERFORMANCE IN VARIOUS ASPECTS The students also show improvement in performance on different aspects such as cognitive, affective, psychomotor, leadership, and communication skills, as well as the ability of the students to integrate knowledge, work as a team, and be responsible for the task given whereby these improvements can be
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 74 0 5 10 15 20 25 30 35 40 45 A A- B+ B B- C+ C C- D+ D F Percentage of students (%) Grades EPF4802 EPF4947 11% 37% 16% 37% PERCENTAGE OF STUDENTS FOR RESPECTIVE MARKS (PO11) 4.31-4.5 4.51-4.7 4.71-4.9 4.91-5 observed from the student-centered learning activities. They become more confident with the assignments given to them. They are also confident to do presentations. Apart from that, the students are required to take the Process and Food Plant Design (EPF4802) course in semester six, and then they have to apply the knowledge learned from Process and Food Plant Design course in the Process and Food Plant Design Project (EPF4947) course taken at semester seven. Both of these courses measure the cognitive, affective, and psychomotor domains as well as leadership, and communication skills. When comparing the grades of these two courses, there is an improvement in the grades of the students for the Process and Food Plant Design Project course, demonstrating the ability of the students to apply the knowledge learned in semester six, and the improvement in the performance of the students in various aspect as mentioned earlier. Although a lower percentage of students (13%) got a grade of A for the Process and Food Plant Design Project course, there were major increments in the percentages of students getting grades A- and B+. No students obtained a grade of C+ and C for the Process and Food Plant Design Project course. For the Process Control course, when the students are requested to evaluate their group members' contributions toward a project using appropriate rubrics, all of the students obtained total marks of more than 4 out of 5, indicating good teamwork and a sense of responsibility of the students.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 75 PARTICIPATION IN CONFERENCES Students under my supervision are also confident to present and participate in national and international conferences proving the quality of the students and the quality of their work. For example, Nurul Syafiqah Kahar, one of my final year project students has participated in the Asia Packaging Network (APN) International Packaging Symposium to present her final year project research work entitled ‘Development of starchbased films containing essential oils for food packaging applications.’ She also won Gold Poster Award for her poster presentation. PUBLICATION OF WORK Many of my postgraduate students as well as final-year project students managed to publish their research works in citation-indexed journals. A few of my final year project students have also been successfully published in Quartile 1 and Quartile 2 journals. These demonstrate the high impact of good teaching and supervision on the quality of the students and the quality of their work. All the published works have credibility due to the peer review process that the journal papers have to go through. Some of the journal papers also have a high number of citations.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 76 Citation-indexed journals published from the work of final-year project students 1. S.H. Othman, N.S. Kahar, N. Nordin, N.D. Alyas, N.Z.N. Hasnan, R.A. Talib, J.N.W. Karyadi. Tapioca Starch-Based Films Containing Essential Oils for Food Packaging Applications. International Food Research Journal, 2023, Accepted. 2. S.H. Othman, N.S. Kahar, N. Nordin. Starch-Based Films Containing Essential Oils Produced Via Solvent Casting for Food Packaging Applications: A Review, Starch, 2023, Accepted. 3. S.H. Othman, N.M. Rosli, N. Nordin, M.A. Aziz. Formulation of Crispy Chicken Burger Patty: Properties and Storage Qualities, AIMS Agriculture and Food, 7(2): 426-443, 2022. 4. S.H. Othman, B.M. Wane, N. Nordin, N.Z.N. Hasnan, R.A. Talib, J.N.W. Karyadi. Physical, Mechanical, and Water Vapor Barrier Properties of Starch/Cellulose Nanofiber/Thymol Bionanocomposite Films, Polymers, 13(4060): 16 pages, 2021. (Q1) 5. S.H. Othman, N. Nordin, N.A.A. Azman, I.S.M.A. Tawakkal, R.K. Basha. Effects of Nanocellulose Fiber and Thymol on Mechanical, Thermal, and Barrier Properties of Corn Starch Films, International Journal of Biological Macromolecules, 183: 1352-1361, 2021. (Q1) 6. S.H. Othman, N.A. Abdullah, N. Nordin, N.N.A.K. Shah, M.Z. Mohd Nor, K.F. Md Yunos. Shelf Life Extension of Saba Banana: Effect of Preparation, Vacuum Packaging, and Storage Temperature, Food Packaging and Shelf Life, 28(100667): 7 pages, 2021. (Q1) 7. S.H. Othman, N.F.L. Othman, .A. Shapi’i, S.H. Ari in, K.F.M. Yunos. Starch/Chitosan Nanoparticles/Thymol Bio-Nanocomposite Films for Potential Food Packaging Applications, Polymers, 13(390): 1-19, 2021. (Q1) 8. S.H. Othman, N.A.N. Tarmiti, .A. Shapi’i, S.M.M. Zahiruddin, .S.M.A. Tawakkal, .K. Basha. Starch/Banana Pseudostem Biocomposite Films for Potential Food Packaging Applications, BioResources, 15(2): 3984-3998, 2020. (Q2) 9. S.H. Othman, N.R.A. Kechik, R.A. Shapi’i, .A. Talib, .S.M.A. Tawakkal. Water Sorption and Mechanical Properties of Starch/CNP Films for Food Packaging Application, Journal of Nanomaterials 2019(Article ID 3843949): 12 pages, 2019. (Q2) 10. S.H. Othman, H.N. Ling, R.A. Talib, M.N. Naim, N.P. Risyon, M. Saifullah. PLA/MMT and PLA/Halloysite Bio-Nanocomposite Films: Mechanical, Barrier, and Transparency. Journal of Nano Research, 59: 77-93, 2019. 11. S.H. Othman, N.A. Majid, .S.M.A. Tawakkal, . Kadir Basha, N. Nordin, .A. Shapi’i. Tapioca Starch Films Reinforced with Microcrystalline Cellulose for Potential Food Packaging Application. Food Science and Technology, 39(3): 605-612, 2019. 12. S.H. Othman, S.A.M. Edwal, N.P. Risyon, R.K. Basha, R.A. Talib. Water Sorption and Water Permeability Properties of Edible Film Made from Potato Peel Waste. Food Science and Technology, 37(Suppl. 1): 63- 70, 2017. 13. S.H. Othman, N.R. Abd Salam, N. Zainal, R. Kadir Basha and R. A Talib. Antimicrobial Activity of TiO2 Nanoparticle-Coated Film for Potential Food Packaging Applications. International Journal of Photoenergy 2014(Article ID 945930): 6 pages, 2014. (Q2) AWARDS Besides the publications, awards won by my postgraduate as well as final-year project students also proved the value of the students and the quality of their work. Awards acknowledge the effort, accomplishments, and reliable contributions of the students toward the success of their work. If the work does not have quality, there is no way that the students will win the awards. The following
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 77 are among the awards won by my final year project students. The final year projects fulfill the purpose of acquiring knowledge during their four years of study, demonstrating the students’ aptitude to apply the knowledge.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 78 No Name of Students Title Organization Award Year 1. Muhamad Farhan Fisal Biodegradation Properties of Corn Starch Films Containing Nanocellulose and Thymol Faculty of Engineering, UPM Best Project (Silver) (Final Year Student Project Presentation) 2022 2. Nurul Syafiqah Kahar Development of Starch-Based Films Containing Essential Oils for Food Packaging Applications Faculty of Engineering, UPM Best Project (Silver) (Final Year Student Project Presentation) 2021 3. Nurul Syafiqah Kahar Development of Starch-Based Films Containing Essential Oils for Food Packaging Applications APN International Packaging Symposium 2021 Gold 2021 4. Nur Ayuni Aziera Azman Properties of Starch/Nanocellulose Composite Film Containing Thymol for Food Packaging Faculty of Engineering, UPM Best Project (Bronze) Application (Final Year Project Exhibition) 2019 5. Siti Mariam Mohd Zahiruddin Properties Evaluation and Shelf Life Prediction of Nanocomposite Edible Film Faculty of Engineering, UPM Best Project for Bachelor of Process and Food Engineering 2015
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 79 4. Evaluation and Testimonial for Teaching and Supervision 4.1 Proof of Evaluation for Teaching and Supervision from Students Assessment for teaching is carried out at the end of each semester whereby students have the opportunity to evaluate my teaching planning, delivery, assessment, and professionalism. They are also allowed to leave comments on the form. Based on the teaching assessment, I obtained average teaching assessment marks of more than 4.30 for all the courses that I taught, which is an indication of the good teaching methods employed. The students also gave positive comments on my teaching, demonstrating my teaching effectiveness. The following is the summary of my teaching assessment marks during my service. No Code (Group) Course Credit Hour No. of Students Teaching Assessment Academic Year-Semester 1. EMM3316 (G5) Fluid Mechanics I 3 (3+0) 40 4.68 2022/2023-1 2. EPF4802 (G2) Process and Food Plant Design 3 (3+0) 20 4.67 2021/2022-2 3. EPF3304 (G2) Process Control 3 (3+0) 19 4.89 2021/2022-1 4. EPF4802 (G2) Process and Food Plant Design 3 (3+0) 19 4.85 2020/2021-2 5. EPF3304 (G2) Process Control 3 (3+0) 21 4.89 2020/2021-1 6. ECH3120 (G2) Chemical Engineering Thermodynamics 3 (3+0) 29 4.70 2019/2020-2 7. EPF3304 (G2) Process Control 3 (3+0) 26 4.67 2019/2020-1 8. ECH3120 (G2) Chemical Engineering Thermodynamics 3 (3+0) 21 4.65 2018/2019-2 9. ECH3108 (G1) Chemical Engineering Thermodynamics 3 (3+0) 2 5.00 2018/2019-2 10. ECH3108 (G2) Chemical Engineering Thermodynamics 3 (3+0) 54 4.51 2017/2018-2 11. EPF3502 (G1) Safety and Health in Processing Industries 3 (3+0) 34 4.56 2016/2017-2 12. EPF3304 (G2) Process Control 3 (3+0) 28 4.51 2016/2017-1 13. EPF3502 (G1) Safety and Health in Processing Industries 3 (3+0) 36 4.53 2015/2016-2
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 80 14. EPF3104 (G1) Food Process Engineering Laboratory I 1 (0+1) 29 4.41 2015/2016-2 15. EPF3104 (G2) Food Process Engineering Laboratory I 1 (0+1) 35 4.41 2015/2016-2 16. EPF4602 (G1) Bio-Material Polymer Technology 3 (3+0) 24 4.82 2015/2016-1 17. EPF3105 (G1) Food Process Engineering Laboratory II 1 (0+1) 20 4.57 2015/2016-1 18. EPF3105 (G2) Food Process Engineering Laboratory II 1 (0+1) 19 4.56 2015/2016-1 19. EPF3502 (G1) Safety and Health in Processing Industries 3 (3+0) 55 4.56 2014/2015-2 20. ECC3001 (G7) Engineering Mathematics I 3 (3+0) 69 4.43 2014/2015-1 21. EPF4999A (G1) Final Year Project I 2 (0+2) 53 4.55 2014/2015-1 22. EPF3999A (G1) Final Year Project I 2 (0+2) 4 5.00 2014/2015-1 23. EPF3999B (G1) Final Year Project II 4 (0+4) 3 - 2014/2015-1 24. EPF3502 (G1) Safety and Health in Processing Industries 3 (3+0) 55 4.67 2013/2014-2 25. EPF3999B (G1)Final Year Project II 4 (0+4) 40 4.50 2013/2014-2 26. EPF3999A (G1) Final Year Project I 2 (0+2) 3 5.00 2013/2014-2 27. EPF3502 (G1) Safety and Health in Processing Industries 3 (3+0) 34 4.46 2013/2014-1 28. EPF3999A (G1) Final Year Project I 2 (0+2) 39 4.38 2013/2014-1 29. EPF3303 (G1) Process Control and Instrumentation 3 (2+1) 44 4.72 2012/2013-1 The following are three samples of teaching assessment reports from Process Control, Process and Food Plant Design, and Fluid Mechanics I courses.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 81 PROCESS CONTROL
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 82 PROCESS AND FOOD PLANT DESIGN
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 83 FLUID MECHANICS I
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 84 4.2 Testimonial for Teaching and Supervision from Different Sources Testimonial for teaching and supervision is a great tool to highlight the most important values of my teaching and supervision. They are feedback from different sources such as students, colleagues, department/faculty, and the university about my actual teaching and supervision performance. STUDENTS The following are some of the teaching testimonials from my students. Safety and Health in Processing Industries
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 85
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 86 Process and Food Plant Design Fluid Mechanics I
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 87 Process Control
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 88 The following are some of the testimonials for supervision from my students.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 89
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 90 COLLEAGUES The following are some of the testimonials for teaching and supervision from my colleagues.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 91
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 92 DEPARTMENT/FACULTY The following is the testimonial from my Head of Department, Prof. Ir. Dr. Siti Mazlina Mustapa Kamal.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 93 UNIVERSITY The following are some of the testimonials from Universities. The first testimonial is from Dr. Nor Zanariah, Universiti Kuala Lumpur (UniKL) where I am the Programme Advisory Committee and External Examiner for the Diploma in Chemical Engineering Technology (Food) at UniKL Kampus Cawangan Malaysian Institute of Chemical and Bioengineering Technology (UniKL-MICET). The testimonial is given after the evaluation of the mentioned program. The second testimonial is from Assoc. Prof. Dr. Tunyarut Jinkarn from Kasetsart Universiti, Thailand after she attended the Asia Packaging Network event where I was the Chairman of the event.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 94 The third testimonial is from Prof. Ir. Dr. Yus Aniza Yusof, the Deputy Director of Halal Products Research Institute, Universiti Putra Malaysia.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 95 COMMUNITY The first testimonial is from Pn. Nor Bayah Othman from the Technical and Vocational Education Division, Ministry of Education where I am the External Assessor for the Diploma Vocational Program for the Food Processing field. The testimonial was given after the vetting of their final evaluation instrument. I have been the facilitator for vetting their instrument since 2019.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 96 The second testimonial is from Maktab Rendah Sains Mara Terendak where I guided their students in the production of nanocellulose from an empty fruit bunch and the students successfully applied the knowledge in different projects. The projects have won several awards at the national and international levels.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 97 INDUSTRY The following testimonial is from my mentor, Datuk Nora Manaf, the Group Chief Human Capital of Maybank. I was a Fellow CEO@Faculty Programme 2.0 under the Ministry of Higher Education Malaysia from 2017 until 2018. Under the program, I was attached at Maybank and have been responsible to become the Project Leader for Maybank Academy Urban Farm Skilling Project. I continued working on the project with Maybank even after my attachment under the CEO@Faculty Programme 2.0 ended. During the project, one of my responsibilities was to supervise the staff involved so that we could successfully design, develop, and set up vertical farming, automatic fertigation, and vermicomposting system at Maybank Academy.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 98
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 99 5. Improvement in Teaching, Supervision, and Assessment as well as Professional 5.1 Improvement in Teaching, Supervision, and Assessment Through Reflective Practice When I thought back on my teaching, assessment, and supervision strategies, I realized that I had undergone significant changes throughout the years. In terms of teaching and assessment, I still remember that I was a bit nervous and almost shaking when I first walked and stood in front of my first class. My voice was also shaky and my teaching methods were mostly lecturer-centered learning instead of studentcentered learning. I tend to read my slides and had little engagement with the students. I knew the knowledge of my courses, but I lacked the knowledge on how to teach the students well. I gave assignments that consist of most of those questions in the textbook, where I referred to the solution manual for grading. In terms of supervision, I do not think I have any problem because I have the best supervisor ever for my Ph.D., Prof. Ts. Dr. Suraya Abdul Rashid, and till now, I still regard her as my mentor. Her supervision method has shaped my way of student supervision. Nonetheless, as time goes by, as an educator, I constantly strive to improve for the excellence and benefit of my students. I realized that the old teaching method and assessment are no longer relevant, and thus I review and assess my teaching, assessment, and supervision method. Through reflective practice, I began to improve my teaching, assessment, and supervision methods. They are mostly student-centric, and it seems that there are many advantages for the students. TEACHING ASSESSMENT REPORT One of the ways to reflect on my teaching is by referring to the teaching assessment report. Assessment for teaching is carried out at the end of each semester whereby my students evaluate my teaching planning, delivery, assessment, and professionalism. They are also allowed to leave comments on the form. Each time I obtained the teaching assessment report, I will go through the report, looking at the average mark, focusing on the lowest scores, reading through the comments, and studying the report so that I can improve my teaching methods and help the students to experience quality learning. To date, I managed to obtain teaching assessment marks