Teaching Philosophy
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Teaching Philosophy

I teach and chair in the Electrical & Computer Engineering (ECE) Department in the College of Engineering, Technology, and Architecture (CETA). The ECE Department is responsible for the following six programs:

Electrical Engineering (EE) — BSEE degree

Computer Engineering (CompE) — BS CompE degree

Master of Engineering (EE) — MEng degree

Electronic Engineering Technology (EET) — BS & AS degrees

Computer Engineering Technology (CET) — BS & AS degrees

Audio Engineering Technology (AuET) — BS degree

Since my last promotion, I have taught courses in all above programs. My areas of teaching specialization include: modeling and simulation, electronic circuit design, digital electronic design, computer system architecture, and computer networks.

I started with electronics hobbies back in 1978 while still in junior high school, built my first FM transmitter before my 14th birthday, and received my first electronics certificate by the time I was 15.  My passion for this field is boundless.  While in college I began to develop enthusiasm about computers, leading me to teach my first formal electronics class at the University of Central Missouri as an instructor in 1989.

My philosophy of teaching rests in a firm belief that students learn best when engaged in activities that are relevant to their current and future professional goals. With this in mind, all of my classes, whether they are at the graduate or undergraduate level, require students to participate in collaborative projects geared toward effectively integrating technology into both teaching and learning activities.  By continuously engaging with industry through consulting and community networks, I have been able to implement a more pragmatic approach to my teaching by introducing real industrial issues.  During my time at the University of Hartford, I have been able to acquire sophisticated hardware and software for rapid prototyping as is done throughout industry.

My students are required to complete projects ranging from designing and building a digital clock to designing sophisticated microcomputer-based systems. In my microcomputer hardware-related courses, students design microprocessor-based systems (hardware and software) using industry standard software such as Cadence design tools and Quartus II simulation software. I instruct the student to use new Cadence Allegro Release (electronic design automation simulation software) to first design the system, and then implement it using the breadboarding technique. The students then use the same software to do the Printed Circuit Board (PCB) and actually build the circuit for industrial usage. In my computer architecture class, students work in teams to develop and evaluate their own microprocessor. Through this development process, students learn the importance of memory cache, pipelining and superscalar architecture in MIPS, Intel and Motorola processors.

I also believe that students need opportunities to review, analyze, and synthesize research in order to develop their own philosophical beliefs regarding the use of technology.  Thus, many of my courses require students to complete a mini-design project in which they review and synthesize current research on a selected topic. Some of my undergraduate and graduate students have published in refereed conferences and journals.  I engage students and formulate a positive self-esteem.

My teaching philosophy is to

Encourage students to foster teamwork and exercise critical thinking.

Challenge students to use problem solving skills for resolving design, implementation, and testing questions.

Deliver each course using current electronic automation design software applications used in industry.

Apply continuous quality improvement techniques in the area of course content.

Make students believe if they put their mind and heart to achieve their goals, they can accomplish these goals.

Introduce real world industrial problems in senior and graduate courses.

My recent tasks in the ECE Department were to 1) fundamentally reform the Electronic Engineering Technology and Computer Engineering Technology programs; 2) Introduce a minor in Digital Media Technology; 3) Introduce a BS degree in Electromechanical Engineering Technology; 3) Introduce a Master Degree in Industrial Systems Engineering, and these tasks took about two years. I have developed two graduate and several undergraduate courses in ECE and ECT. Overall, my teaching experience at the University of Hartford has been a positive one.  So far, I have been able to publish all of my undergraduate/graduate students’ projects/theses in peered-reviewed journals or conferences; I am pleased to see positive results from this progression and great feedback from my former students.

In most of the courses, I incorporated Design by Example Based Learning (DEBL) to help students better understand the practical applications of engineering and engineering technology. Since I believe that I can get the best of our students once we present the course material in a practical and engaging manner, I implemented DEBL as part of my teaching strategy. Having students work on problems throughout the semester and relating what they learn to real-life problems can motivate them in their study. Also, in my graduate classes, I use student portfolios in order to help students in their technical writing capabilities. Combined with DEBL, the student portfolio will give our graduate students a cutting edge in terms of their technical writing capabilities.

eLearning and Web-Based Learning

During the past three years with the assistance of some students I have developed in excess of 140 video instructions (http://www.youtube.com/user/simulationsaeid) in the area of Electronic Design Automation (EDA); these instructional videos have had more than 160 subscriber form students all over the world and have been viewed more than 77,000 times in past two years. These videos contain more than 1,600 minutes of EDA and are divided into eight groups (playlists):

Cadence-PSpice for DC Circuits Videos

Cadence-PSpice for AC Circuits Videos

Cadence-PSpice for Analog Circuits Videos

Cadence-PSpice for Digital Circuits Videos

Altera Quartus II for Logic and SOPC (System on a Programmable Chip Builder) Videos

Cadence PCB (Printed Circuit Board) Editor

ECE Department Promotional Videos

ECE Department Projects Videos

All the above instructional videos illustrate step-by-step industry software design tools to be integrated into the ECE department teaching curriculum. The research on integration of teaching and learning strategies led to an Award for Innovations in Teaching and Learning (2010), a Women's Education and Leadership Fund Grant (2010), and several peer-reviewed publications. In addition, I am currently in the final stage of signing a contract with American Radio Relay League (ARRL) (The national association for amateur radio) for a book titled: Circuit Simulation and Analysis Using Cadence PSpice, this book is expected to be published in late fall of 2012.

In the fall of 2010 I received a grant from Altera corporation for 30 DE2 boards ($14,850) for my undergraduate teaching courses in the area of Digital (ECT 122) I, Digital II (ECT 232), Microprocessor Architecture (ECT 242), Computer Architecture (ECT 353) and Computer Interfacing.