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Teaching Responsibilities

When I started my career in UTM as an Assistant Lecturer A in 1988, I was assigned to work as a tutor for the course Network Analysis for 3rd Year Diploma in Electrical Engineering students. My responsibility then was to assist the lecturers teaching the course in terms of conducting tutorial sessions and marking test or examination papers. In addition, I was also given the responsibility to supervise laboratory sessions for various laboratories particularly those under the Power Department. I started to actually teach both diploma and degree level courses in 1989 starting of with the subject Circuit Theory. This went on until I took a study leave to continue my studies at Masters Level in 1990 until the end of 1991. After that my teaching career resumed, teaching courses such as Electronics 1 and Electrical Technology and supervising laboratories until again I took another study leave to pursue my studies at the Doctorate Level in 1998.

Having completed my studies at the end of 2001, I was back to the routine of teaching basic courses such as Electronics 1, Electrical Technology and Mechanical & Electrical Systems (Faculty of Civil Engineering) and advanced subjects such as Power Electronics & Drives and Power Systems (Faculty of Education) for final year students. In addition, I had to supervise laboratories under the ENCON and Power System Department. I was also appointed as a Graduate Faculty and had the opportunity to teach Masters Level courses such as Power Electronic Systems and Electronic Power Conversion. For the latter, I used Problem-based Learning (PBL) as part of the Teaching and Learning (T & L) method. I had earlier attended several training workshops organized by the Centre for Teaching and Learning, UTM on PBL and other methods of T & L such as Cooperative Learning (CL) and Active Learning. I truly belief in such alternate methods of T & L rather than pure lectures as it can actually teach the students to think creatively rather than just accept new knowledge as narrated by the lecturer. At undergraduate level, I incorporated CL with my usual lectures on a basic Electronics course. In the semesters that followed, I had the opportunity to implement both CL and PBL in my Electrical Technology  course as well as Power Electronics and Drives course for final year students, with the support provided by the faculty Academics Dean in terms of class facilities. To date I still practice AL and CL in the undergraduate classes that I teach. I hope to see more fellow academicians embark on this method of T & L to further improve the quality of knowledge dispersion in the field of Electrical Engineering. Such methods if properly conducted have also the benefit of among others producing UTM graduates and potential employers for the nation that can think creatively in solving problems and communicate confidently as well as effectively at all levels.

Since 1993 I have supervised Final Year Projects in the field of power electronic for about 60 undergraduate students on top of various Mini Projects supervision at diploma level. I have also co-supervised a PhD student who graduated in 2009 and supervised Master by taught course projects for 18 postgraduate students. I am currently the main supervisor for 5 PhD students and 1 Master student who are conducting researches in the field of power electronics and drives. 

From 1988 until now, I have contributed in terms of ideas and effort to the faculty and UTM in general through my posts among others as a 4th Year Laboratory (SEE/SEI/SEM) Coordinator, Course Coordinator for the courses Basic Electronics and Electrical Engineering Principle 1 at undergraduate level and Electronic Power Conversion at postgraduate level, Head of Machine Laboratory, Academic Advisor and Committee Member of various committees at faculty, university and international levels. I have done my very best to ensure that the responsibilities given to me in all the posts are or have been carried out diligently throughout the years.