Rashid
- Rate 38AED
- Response 1h
38AED/hr
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- Engineering
- Mechanical Engineering
- Electrical Engineering
- Electronics
- Industrial design
Experienced Engineer with a demonstrated history of working in the education industry. Skilled in Educational Technology, Public Speaking, Curriculum Development, and Assessment . Strong education pro
- Engineering
- Mechanical Engineering
- Electrical Engineering
- Electronics
- Industrial design
Lesson location
About Rashid
• Teaching various engineering subjects ( DC and AC electrical circuit , welding simulation, Machining, AutoCAD, electrical machine hydraulic and pneumatic system ,Graduation project for mechanical and Electrical engineering , PLC, Electrical Instrumentation and Math)
• Coordinate with team of international teachers.
• Supervising students in workshops and labs
• Follow up students portfolios for TAFE requirements
• Conducting proficiently Training... See more
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About the lesson
- All Levels
- English
All languages in which the lesson is available :
English
Teaching Philosophy
Engineering studies give me immense satisfaction and joy that I as a professor will have the privilege to take part in the initial stages of the student’s journey. It will also provide me with a platform for improving my own skills both in terms of expressing myself as well as be a great source of innovative research ideas.
Traditional engineering pedagogy typically focuses heavily on lecture-based theoretical courses paired with hands-on laboratory courses. The aspects of creativity, team collaboration, and an infinite possibility of problem solutions are all too often absent. As a result, undergraduate students are often left to their own devices outside of the lecture and lab to discover the skill development and practical side of engineering that they will require in their future careers. Cookbook instructions for lab experiments or canned problems with a single solution are virtually never present in the real world. Often, only the students who participate in extracurricular projects, internships, or research positions make the connection from theory to practice early on in the curriculum. Thus, the traditional structure may not be the best way to maximize student understanding of core engineering principles and instill the agile problem-solving methods students will need in the future.
Although there is a variety of motivational reasons students pursue engineering, I believe introducing the actual practices of engineering early in education will build passion and interest. Once this door is open, it is much easier to thread in the skills the students need to become stronger engineers in their future careers. I would like to see engineering curriculum that mimics the practice of engineering through an iterative pattern of posing realistic problems followed by a search for the necessary fundamentals and finally culminating in the application of the new knowledge to arrive at a solution to the problem. Not unlike my childhood experience, this model allows interesting realistic problems to lead students to the engineering fundamentals as opposed to trying to present all of the fundamentals before the interesting problems arrive.
Engineering students are capable of creating and solving problems when they enter college. We should enrich their entire experience (especially the first year!) with challenges from real-world problems that leave them begging for the knowledge and tools that they typically have to slog through during their first years of school. Our curriculum could allow our students to draw the engineering bow across the strings the minute they step into the classroom. For these early project-based courses to be effective, however, the latest pedagogical developments must be utilized to maximize learning potential.
Practical Teaching and Learning Examples
In my courses, I provide students with real-life project based on control system (ARDUINO) for grade 10 students. The project title is “Advanced smart system for civil defense”. Problems students have had to solve in practice or from internet resources. I typically focus on team success and ensure the problems are open-ended to more closely mimic the practice of engineering. The students had to learn some new technical aspect such as Arduino by them self. That I make use of is student center learning.
The objective of project-based learning is to impart the skill and knowledge under one platform to the students. This is an activity-based learning which is normally conducted after school. On the learning perspective, the students are in the process of financing themselves for the project. It was noted a huge push from the student’s side for being part of the Project team and learning happens under curiosity.
In my opinion, teachers that are excited about new teaching methods could increase students’ understanding and retention of material more than those that stick with a tired curriculum.
Prior Experience and Future Interests
I have taught a number of the available courses as an assistant prof. At the undergraduate level, I have strong experience with the mechanics of solid material, applied for mechanics and composite materials courses along with the dynamics, vibration and applied engineering mathematics. For example, in the fall of 2004 till 2011, I was the Assistant Prof. for Dynamics, Mechanics of Solid Materials, Vibrations, Mechanics of Fluid, Statics, and Calculus. I introduced additional updated components to the curriculum, developed a full suite of openly available teaching material, and went well beyond what was expected of me to ensure my students received the best education I could provide.
I am also well prepared to teach at the graduate level in machine design, solid mechanics, and dynamics. I am interested in developing modern courses in mechanical engineering and mechatronics.
Teaching Interests
My background in mechanical engineering and along with my Ph.D. research in the mechanics of composite materials area makes me confident in teaching a wide range of courses at both undergraduate and graduate levels. I am also capable of teaching most introductory-level undergraduate classes in mechanical engineering, engineering of solid materials and composite materials, in addition, Calculus and differential equation
I strongly believe in the dual functions of a university as both a research facility and an educational institution. I put forcefully the best teaching efforts I am capable that at each stage of my professional career I am able to improve my teaching skills and abilities.
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Rates
Rate
- 38AED
Pack prices
- 5h: 152AED
- 10h: 286AED
online
- 38AED/h
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