My teaching ambition is to train high-quality professionals that are knowledgeable in the field, confident in their skills, and competent and marketable, to succeed in real challenges they will encounter after graduation. As a responsible teacher I strive to achieve these goals through: developing and delivering high-quality courses that meet the new advances in software and information technologies; continuously raising the quality and richness of my courses; and encouraging my students to be attentive and enjoy tackling real world problems.
To achieve the above goals, I apply the following strategies in my teaching at undergraduate level, graduate level, and training research assistants. According to positive feedbacks through a number of comments from a variety of trainees that I worked with, including: undergraduate students, graduate students, TAs and my own research students, my teaching strategies have been quite successful and I have met my goals. Such training strategies ensure Life-Long Learning for my students, which is an important graduate attribute.
Undergraduate level. In my undergraduate courses the students will receive: (1) Opportunity to experience application of theoretical foundations in practical projects. (2) Friendly and caring environment where their opinions and ideas are used in better course delivery. (3) Additional skills that would directly apply in work place, including: standard documentations, presentation skills, team working and project leadership in non-trivial projects. (4) Opportunity to experience different stages of a real-world project development, such as: requirements, design, implementation, testing, and demonstration. (5) Synchronized leaning environment in which both talented students and students who need extra assistance could benefit from their lab training through: milestones, sample project solutions, and standard templates. (6) Guidelines, specific instructions and exam solutions to mitigate the load of study during exams. (7) Informative, up to date, and organized course web sites. (8) Guidelines and professional assistance to present their projects in class. (9) Presentations by my ex-students who secured industrial jobs at IBM, RIM, Google, etc. (10) Prompt response to emails, open door strategy, friendly approach, and academic rewards to be proud of their achievements.
Graduate level. In my graduate research courses, student will receive: (1) All the above for the undergraduate students. (2) Specific guidelines and professional assistance to produce research papers. (3) Skeleton of a professional research paper to focus on the research problem and accelerate developing technical papers. (4) Encouragement and assistance to publish their papers. These strategies have been very successful and several students have enhanced their papers after the course finished and published them in conferences or workshops.