Teaching

1. Teaching Philosophy

My teaching philosophy is founded on the belief that engineering education should prepare students not only to master technical knowledge but also to become innovative problem-solvers capable of addressing real-world challenges. Engineering graduates must be able to integrate theory, experimentation, design, and critical thinking to develop practical solutions for society’s increasingly complex technological and energy-related problems.

Over the past 25 years, I have taught undergraduate and postgraduate students across Europe, Asia, and Africa. These experiences have exposed me to diverse educational systems, student backgrounds, and learning cultures. Through this journey, I have developed a student-centred teaching approach that combines problem-based learning (PBL), active learning, laboratory experimentation, and project-oriented education.

I view teaching as a process of facilitating learning rather than simply transferring knowledge. My role is to create an environment in which students are motivated to explore, question, analyse, and apply engineering concepts independently. I encourage students to challenge assumptions, evaluate alternative solutions, and connect theoretical concepts to practical engineering applications.

In electrical engineering, where technologies evolve rapidly, students must develop lifelong learning skills. Therefore, I strive to cultivate curiosity, confidence, and intellectual independence while ensuring that students acquire a strong foundation in engineering principles. My objective is not only to help students understand existing technologies but also to equip them with the skills necessary to contribute to future innovations.

2. Problem-Based and Student-Centred Learning

Problem-Based Learning (PBL) forms the foundation of my teaching practice. Engineering problems in industry rarely have a single correct solution; instead, they require engineers to analyse requirements, evaluate trade-offs, and develop creative solutions under technical and economic constraints. Consequently, my courses are designed around authentic engineering challenges that mirror professional practice.

In my teaching, students actively engage in designing, modelling, implementing, and testing engineering systems rather than passively receiving information. Through open-ended projects, students learn to integrate knowledge from multiple disciplines, collaborate effectively, and communicate technical solutions.

The PBL approach provides several benefits:

• Enhances student engagement and motivation.

• Promotes deeper conceptual understanding.

• Develops analytical and critical thinking skills.

• Strengthens teamwork and communication abilities.

• Encourages independent and lifelong learning.

By placing students at the centre of the learning process, I have observed significant improvements in both academic performance and student confidence.

3. Integration of Theory, Simulation, and Practical Implementation

One of the key principles guiding my teaching is the integration of theory, simulation, and practical implementation. Engineering students often struggle to connect mathematical models and theoretical concepts with real engineering systems. To bridge this gap, I design courses that move progressively through four stages:

1. Theoretical understanding

2. Computer simulation

3. Experimental validation

4. Engineering design

This framework allows students to experience the complete engineering development cycle. In the following, some examples of the courses that I developed.

3.1 Power Electronics (62755)

In the Power Electronics course at DTU, students learn converter theory through mathematical analysis and simulation before implementing converters experimentally in the laboratory. To support this approach, I developed dedicated experimental platforms that enable students to investigate the behaviour of power electronic converters under realistic operating conditions.

Students gain experience not only in analysis and design but also in troubleshooting, measurement, and validation. This approach addresses all three domains of learning described in Bloom’s taxonomy: cognitive, affective, and psychomotor learning.

3.2 Electrical Machines (62704)

In Electrical Machines, I developed a laboratory using industrial hardware from Siemens and ABB, with exercises that allow students to test and analyse different machine types using industrial drives and Programmable Logic Controllers (PLCs). Students investigate machine characteristics through hands-on experimentation and compare measured results with theoretical predictions.

This laboratory-based approach helps students understand the practical relevance of electrical machine theory while developing skills highly valued by industry.

3.3 Power System Operation and Control (62766)

In this course, I integrate DIgSILENT PowerFactory into the curriculum. Students use the same industrial software employed by transmission system operators and engineering companies to analyse power system operation, stability, and control.

This approach allows students to apply theoretical concepts using professional tools while gaining practical competencies directly relevant to future employment.

4. Educational Innovation and Curriculum Development

Throughout my academic career, I have been actively involved in curriculum development and educational innovation.

I have developed and introduced several new courses at both DTU and Universiti Teknologi Brunei, including courses in:

• Electrical Machines

• Power Electronics

• Renewable Energy

• Power Economics and Electricity Markets

• Electrical Energy Systems

• Group Design Projects

• Final Year Projects

These courses were designed to align academic learning outcomes with emerging industrial and societal needs.

4.1 CAS-Based Teaching of Laplace Transform

One example of educational innovation is my work on improving the teaching of Laplace transforms for electrical engineering students.

Based on student feedback and classroom observations, I identified that many students struggled with traditional approaches to learning Laplace transform methods. To address this challenge, I developed a Computer Algebra System (CAS)-based pedagogical framework that combines:

• Manual derivations

• Computer-assisted calculations

• Simulation-based verification

• Experimental implementation

This approach was presented at the Exploring Teaching for Active Learning in Engineering Education (ETALEE 2024) conference and has demonstrated promising results in improving student understanding and engagement.

4.2 Project-Based Engineering Education

Many of my courses are built around large-scale design projects. For example, students in Project Work and Electrical Energy Systems projects design complete engineering systems that include:

• Electrical machines

• Power electronic converters

• Control systems

• Embedded microcontrollers

• PCB design

• Experimental testing

Students progress from concept development to hardware implementation, thereby experiencing the full engineering design process.

4.3 Laboratory Development and Industry-Relevant Education

Laboratory education is central to my teaching philosophy. I believe that engineering students learn most effectively when they can observe, test, and validate theoretical concepts experimentally.

At DTU, I have developed laboratory facilities and teaching activities related to:

• Electrical Machines

• Power Electronics

• Power System Operation and Control

• Renewable Energy Systems

These laboratories expose students to industrial equipment and software platforms including:

• DIgSILENT PowerFactory

• MATLAB/Simulink

• PLC systems

• Microcontrollers

• Real-time control systems

The laboratory environment encourages experimentation, creativity, and independent problem-solving while strengthening students' technical competencies.

Furthermore, I actively incorporate examples from industrial collaboration projects into teaching activities. This helps students understand current technological developments and the practical challenges faced by engineers in the renewable energy and power systems sectors.

5. Student Supervision and Mentorship

Student supervision is one of the most rewarding aspects of academic life.

Throughout my career, I have supervised and co-supervised:

• More than 200 undergraduate final-year projects

• Multiple MSc research projects

• PhD students in power systems, renewable energy, and control engineering

My supervisory philosophy focuses on developing students as independent researchers and engineers. I encourage students to take ownership of their projects, formulate research questions, and critically evaluate their results.

Where appropriate, I also encourage students to disseminate their work through conference publications and technical reports. Several student projects under my supervision have resulted in peer-reviewed publications and conference presentations.

I view supervision not only as technical guidance but also as mentorship aimed at developing confidence, professionalism, and research skills.

6. Evaluating Teaching Effectiveness and Continuous Improvement

Continuous improvement is an essential component of my teaching practice.

I evaluate teaching effectiveness using multiple sources of evidence:

• Student feedback and course evaluations

• Informal discussions with students

• Analysis of student performance and learning outcomes

• Quality assurance and Continuous Quality Improvement (CQI) processes

Student feedback provides valuable insights into both strengths and areas for improvement. I regularly use this feedback to refine course content, teaching methods, laboratory activities, and assessment strategies.

In addition, I have completed professional development training in:

• Scholarship of Teaching and Learning

• Foundation of Teaching in Higher Education

• Problem-Based Learning

• Collaborative and Cooperative Learning

• Assessment Methods and Rubrics

• Teaching Portfolio Development

• Learning Outcome Mapping

These activities have strengthened my ability to design effective learning experiences and continuously improve my teaching practice.

7. Future Teaching Vision

My future vision is to further strengthen the integration of engineering education, educational research, and industrial collaboration.

I aim to continue developing innovative teaching approaches that combine active learning, digital technologies, real-time experimentation, and authentic engineering challenges. In particular, I am interested in advancing educational methods for teaching power systems, renewable energy integration, control engineering, and embedded systems through laboratory-based and project-oriented learning.

As engineering education continues to evolve, I remain committed to creating engaging learning environments that inspire students, develop professional competencies, and prepare future engineers to contribute to sustainable technological development.

Ultimately, my goal as an educator is to help students become confident, creative, and socially responsible engineers capable of addressing the energy and technological challenges of the future.