teaching portfolio samira2018 · 2021. 2. 25. · teaching portfolio associate professor ts. dr....

TEACHING PORTFOLIO

Associate Professor Ts. Dr. Mohd Yusof Md Daud

Department of Engineering and Technology Razak Faculty of Technology and Informatics

Universiti Teknologi Malaysia Jalan Sultan Yahya Petra

54100 Kuala Lumpur

📧 [email protected], 03-26154797

🌐https://people.utm.my/yusof/

“Once you stop learning, you start dying”

~ Albert Einstein ~

mailto:[email protected]

https://people.utm.my/yusof/

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TABLE OF CONTENT

1.0 INTRODUCTION 3

2.0 TEACHING RESPONSIBILITIES 4

3.0 COURSE TAUGHT

3.1 Postgraduate Teaching

3.2 International Postgraduate Teaching

3.3 Undergraduate Teaching

5

5

6

6

4.0 SUPERVISION 8

5.0 OTHER RESPONSIBILITIES 9

6.0 TEACHING PHILOSOPHY 14

7.0 TEACHING METHODOLOGIES 16

8.0 DESCRIPTION OF COURSE SYLLABUS 20

9.0 EFFORTS TO IMPROVE TEACHING 24

10.0 EVALUATION OF TEACHING

10.1 Student Rating Evaluations

10.2 Class Reflection and Constructive Comments

26

26

29

11.0 PRODUCT OF TEACHING 30

12.0 SHORT TERMS AND LONG TERMS GOALS 31

APPENDIX A POSTGRADUATE COURSE TAUGHT 33

APPENDIX B UNDERGRADUATE COURSE TAUGHT 36

APPENDIX C SUPERVISED STUDENT 38

APPENDIX D PANEL OF EVALUATION 44

APPENDIX E COURSE INFROMATION EXAMPLE 51

APPENDIX F ATTENDED SEMINAR AND CONFERENCES 57

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1.0 INTRODUCTION

I am Mohd Yusof Md Daud and my academic position now is Associate Professor in Engineering

and Technology Department at Razak Faculty of Technology and Informatics (Razak Faculty)

Universiti Teknolgi Malaysia (UTM). My area of teaching and research are considerably as multi-

disciplinary area within the range of mechanical, material and manufacturing, OSH and operation

management. Specifically, in the area of engineering my expertise is in materials, manufacturing

technology and process, ultrasonic vibration, finite element modelling, and ergonomics. Whereas

in operation management I am proficiently in supply chain management, OSH management, and

project management.

I started my career as academician since 1997 in Diploma Study Program (PPD) UTM Kuala Lumpur

as tutor. Earlier, upon graduation in Mechanical Engineering in 1996, I initially joined Production

Department Proton as engineer. I completed my master degree in Material Engineering from USM

in 2000. In the same year I was appointed as lecturer in the same department. At the end of 2002,

I pursued study in ultrasonic vibration at the Department of Mechanical Engineering, University of

Glasgow, United Kingdom. After completing my thesis in “Experimental and Finite Element

Modelling Ultrasonic Investigation of Metal Forming Application” I was awarded PhD in winter

2006.

I was transferred to new founded faculty, UTM Razak School of Engineering and Technology (Razak

School) in 2010 due to UTM Transformation Plan. Here, I served as senior lecturer and involved in

multidisciplinary postgraduate teaching, supervision and research. I was appointed few

administration position in Razak School including head of department and head of panel in

mechanical engineering. During new UTM restructuring plan or “UTM Synergy” in 2018, Razak

School has been merged with few departments, and renamed as Razak Faculty of Technology and

Informatics (Razak Faculty). As the faculty is focusing on synergy, therefore many multi and cross

disciplinary in academic and research activities are offered. Currently, I have involved in many

multi and cross discipline postgraduate teaching, supervision, and also participates in many

research, consultation, local and international collaboration. Since then I have graduated few

master and PhD in engineering and management and currently supervising more than 10 ongoing

postgraduate students.

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In research and consultation, I have been awarded grants in various topic and was appointed as

principle researcher and also as co researcher. My research interest including materials and

manufacturing, ultrasonic vibration, finite element modelling, ergonomics, OSH management,

SCM, operation and project management. Similarly, in teaching and learning, I prominently teach

mechanical and manufacturing courses for undergraduate study whereas ergonomics, SCM,

operation and project management for postgraduate study. I also involved in many conference

and seminar as presenter and committee. I published more than 50 journal articles, proceedings,

and book chapters mainly in engineering and multidisciplinary area. I also actively giving lecture,

short course and training for industrial, government and international institution.

During my career as academician, I have been appointed in many academic and non-academic

administration committee and position. In the early year in UTM, I was appointed as workshop

and laboratory head, academic program coordinator, industrial training coordinator and

coordinator for adult learning program. Subsequently I have been given the opportunity to manage

academic collaboration program with other colleges in Malaysia by appointing me as head of

department. I was also a former Mechanical Engineering Department head in Razak School and

now is the coordinator of Master Occupational safety and Health Management at Razak Faculty.

I am member of The Institution of Engineers Malaysia (IEM), professional member (P. Tech.) of

Malaysia Board of Technologist (MBOT), and member of Project Management Institute (PMI). I

also actively participate and has been appointed as committee member of local community.

2.0 TEACHING RESPONSIBILITIES

As an educator, I believe that the responsibilities of lecturer do not limited to the classroom only.

It is very important for lecturers to always be supportive and helpful for student even outside of

the classroom. Thus, I summarized that the roles and responsibilities of teaching as below:

Cultivate a hunger for knowledge among students and engage them to learn

Encourage curiosity and continued improvement

Help set goals for students and work with the class to help them attain these goals

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Keep an organized and orderly classroom that promotes creativity and learning

Create and prepare daily lesson plans for appropriate age and learning skill level, making

adjustments when needed

Create teaching material and ensure student get them prior class begins

Lead daily lesson plans, teaching the intended subject matter and answering any questions

the students may have

Keep track of role and ensure students are attending and participating in class

Assign work by means of in-class worksheet, projects, homework, presentations, reports, etc.

Assess performance by grading student work

Welcome student if they need one-on-one assistance

Enforce administration and university policies

Set classroom rules and expectations

Discipline or advise students (according to university policy) when necessary

Be active in the university community and events

Participate in teaching and learning training sessions or courses and stay up to date with

current teaching and learning methods, practices and any new knowledge in my subject

taught

3.0 COURSE TAUGHT

3.1 Postgraduate Teaching

I have been given responsibility to teach postgraduate program since I had been joined Razak

Faculty of Technology and Informatics (previously known as Razak School) in 2010. As a graduate

school in UTM, Razak Faculty offered a lot of postgraduate taught course master and doctorate

program. I have been involved in both level of postgraduate teaching. The program comprises

Engineering Doctorate in Engineering Business Management, Master of Science (Engineering

Business Management) (MEBM), Executive Master in Occupational Safety and Health

Management (EMOSH), Master of Science (Engineering Design) (MSED) and Master of

Professional Science (MPS). The number of student in my class are varies from semester to

semester, normally about 15 students at one time for master and 5 students for doctorate

classes. The courses taught as listed in Table 1. Also the list of overall postgraduate courses that

I have taught until now as listed in Appendix A.

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Table 1: List of postgraduate courses taught

DOCTORATE PROGRAM MASTER PROGRAM

1. Current Topic in Supply Chain Management (ERSA 1213)

2. Current Topic in Project Management (ERSA 1233)

3. Current Topic in Production and Operation Management (ERSA 1113)

4. Current Topic in Technology Management (ERSA 1123)

1. Project and Resource Management (EMS 2173)

2. Supply Chain Management (MRSE 2543)

3. Project Management (MRSE 2583)

4. Industrial Ergonomics (MRSA 2083)

5. Operation and Strategic Management (MRSE 1513)

6. Technology Management (MRSE 2593)

7. Technovation Management (MRSF 1223)

8. Strategic Management (MRSE 1123)

3.2 International Postgraduate Teaching

Razak Faculty has long time experience in running double degree master program with the Meiji

University in Tokyo Japan. I have been appointed as visiting lecture by Meiji University since 2014. The

mode classes that have been conducted is by face to face and online. Another international collaborator

of Razak Faculty is Safat Academy in Sudan. Both master and doctorate program are running at Safat

Academy since 2018, and I have also been given opportunity to teach there for same course as in Meiji

University, i.e. project management.

3.3 Undergraduate Teaching

As I started my career as tutor in 1997, was mainly to teach diploma student. I have been involved in

teaching in three different mode diploma program namely, Mainstream Program, Joined Program, and

SPACE (part time program). For mainstream and SPACE program, the lecturer role is conducting

teaching and learning activities as usual, but for joined program, the course owners are responsible to,

to prepare final exam question, assessment evaluation and provide advice to the joined colleges

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lecturers. I also teach few degree courses in Malaysia-Japan International Institute of Technology

(MJIIT). Prior to that, I also taught degree student from Faculty of Mechanical Engineering, when one

section class opened in UTM Kuala Lumpur from 2010 until 2012, and served also as part time lecturer

at UPNM from 2009 until 2012 in the same program.

I also involve in part time or weekend class for Executive Diploma Program under Razak Faculty. Most

enrolled students are working adult. The course conducted by modular basis, and the assessment

methods are mainly formative. Table 2 shows the list of undergraduate courses taught. The list of

undergraduate courses taught since beginning is shown in Appendix B.

Table 2: List of undergraduate courses taught

DEGREE PROGRAM DIPLOMA PROGRAM

1. Manufacturing Process (SMJP 2113)

2. Welding Engineering (SMJP 4923)

3. Material and Manufacturing Process

(SRSI 1203)

4. Engineering Mechanics (SRSD 2093)

5. Material Science (EMM 2163)

6. Material Technology (EMM 3163)

1. Static (DDPJ1003)

2. Manufacturing Process

(DDPJ2703/3003)

3. Mechanic of Machine (DDPJ3113)

4. Industrial Engineering (DDPJ 2803)

5. Introduction to Operation

Management (DDPG 2223)

6. Production Planning and Control

(DDPJ 31930

7. Engineering Drawing (DDPJ 1503)

8. Mechanical engineering Design (DDPJ

3504)

9. Material science (DDPJ603)

10. Industrial Design (DDPJ 2512)

11. Laboratory 1 (DDPJ 1901)

12. Laboratory 2 (DDPJ 2901)

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EXECUTIVE DIPLOMA PROGRAM

1. Operation and Strategic Management (FRSB 1033)

2. Project Management (FRSB 2073)

3. Process Quality and Improvement (FRSB 1013)

4. OSH Management System (FRSB 2293)

5. Maintenance Management (FRSB 2153)

6. Manufacturing Technology (FRSH 1113)

7. Work Standardization (FRSJ 2403)

4.0 SUPERVISION

Since I joined Razak faculty, I have been involved in many postgraduate supervision. Since then, I have

graduated one PhD, one Engineering Doctorate, one M. Phil, more than 40 Master Project, and

more than 20 Final Year Diploma Project including Executive Diploma Project students. While I

am supervising 9 ongoing PhD and doctorate students as main and co supervisor, and 4 ongoing

master project students. The area of study is within my expertise including ultrasonic,

ergonomics, project and operation management. Laboratory, fieldwork and survey are main

research methodology that I needed to be mastering in my supervision activity. List of graduated

and ongoing supervision is in Appendix C.

Different supervision styles need to be adopted to each student depending on their background,

knowledge and skill. I believe frequent communication, good mentoring, keep motivating and

good advising help student progress in their research. The other role as supervisor also to assist

student to get scholarship, apply research grant, manage them to join conference and seminar.

Other than supervision, I also involve in student industrial training. I have been attending many

industrial training visits, evaluating student reports and presentation. For student mobility

program, I was appointed as supervisor for internship undergraduate student from Islamic University

of Madinah Saudi Arabia.

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5.0 OTHER RESPONSIBILITIES

I have diversified responsibilities in teaching and learning since the beginning of my career as an

academician. In the early year in UTM, I have been appointed as industrial training coordinator

for diploma program, coordinator for SPACE program and coordinator for join program. I also

had been given an opportunity to manage join program when I was appointed as head of Join

Program Department. Later, I involved in many paper work preparations for diploma and master

program such as for COPPA, curriculum review, MQA accreditation and document preparation

for industrial and external examiner. My tasks as academic management is listed in Table 3 and

my experiences in accreditation, evaluation panel, program review, and other activities is

tabulated in Table 4.

I have examined many postgraduate proposal for MPhil, PhD and Engineering Doctorate. I have

been appointed as internal thesis examiner for MPhil and also as assistance chairman for doctoral

viva. List of appointment as panel of examiner as in Appendix D.

Razak Faculty is now recognized as Accreditation of Prior Experiential Learning (APEL) center by

MQA. I have been appointed as APEL evaluation panel by APEL center. Most candidate are

applying APEL A for master level entry. Table 5 is list of APEL candidates that I have been

assessed.

I believe these valuable experiences for the past 20 years help me a lot in planning and managing

my teaching tasks effectively.

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Table 3: Academic management responsibility

NO RESPONSIBILITY DATE DEPARTMENT

1

Program Coordinator for

Executive Master in Occupational

Safety and Health Management

(EMOSHM)

1 May 2017 - now Razak Faculty of

Technology and

Informatics, UTM

2 Faculty Academic Committee 2017 - 2019 UTM Razak School

3 Board of Study Advisor and

Academic Evaluation Panel

9 May 2013 – 31 Dec

2019

Kolej Yayasan Pelajaran

Johor (KYPJ)

4 Head Mechanical Engineering

Panel

1 Oct 2012 -30 Sept

2014

UTM Razak School

5 Head of Mechanical Engineering

Department

1 May 2010 - 30 Sept

2012

UTM Razak School

6

Head of Joint Program

Department

1 Feb 2008 - 30 April

2012

College of Science and

Technology, UTM Kuala

Lumpur

7

Head of Panel Manufacturing and

Industry

2007 - 2010 College of Science and


Lumpur

8

Head of Production Workshop

and FMS Laboratory



Lumpur

9

Head of Manufacturing

Laboratory

2000 2002 College of Science and


Lumpur

10

Coordinator for UTM SPACE

Program



Lumpur

11 Head of Thermodynamic

Laboratory

1998 - 1999 Diploma Study Program

(PPD), UTM Kuala Lumpur

12 Coordinator for Industrial

Training

1997 - 1999 Diploma Study Program

(PPD), UTM Kuala Lumpur

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Table 4: Accreditation, curriculum review, evaluation panel, program development and other academic activities

NO RESPONSIBILTY ROLE DATE

1 Master Project Symposium Chairman /

Evaluation Panel

Every Semester

2 Integrated Project Presentation MJIIT Evaluation Panel 24 Jun 2020

3 Diploma Project Presentation Evaluation Panel Every Session

4 Task Force for Curriculum Review for EDGE

Program

Task Force

Member

Oct 2020 - now

5 International Conference of Advanced

Research on Occupational Safety, Health

and Environment (AROSHE2021)

Technical Program

Chair

2019 - now

6 Final Year Project 3 Minute Seminar MJIIT Panel of

Assessment

14 Nov 2020

7 Task Force for EMOSHM Curriculum

Review Curriculum

Task Force Leader 2019 - now

8 Committee for Politeknik Lecturer

Postgraduate Program

Committee

Member

1 Sep 2018 – 30 Aug

2019

9 Final Year Project Poster Presentation

MJIIT

Assessment Panel 15 May 2018

10 Task Force “Audit Pengekalan

Swaakreditasi”

Committee

Member

1 Oct 2018 – 25 Oct

2018

11 Task Force MoA UTM-PERTAMINA Committee

Member

22 Sep 2017 – 21 Sep

2018

12 Faculty Academic Committee (Razak

School)

Committee

Member

2017 - 2019

13 Marketing Committee Committee

Member

2017 - 2019

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14 Audit Course File for EMOSHM Program Auditor 1 Mar 2017 – 28 Feb

2019

15 MQA document preparation for MQA

Accreditation Audit at UTM Razak School

(Master and Executive Diploma Programs)

Committee

member

2011 - 2012

16 Master Program Development (MSc in

Maintenance Engineering)

Committee

member

2011 - 2014

17 UTM Razak School Training Provider

Auditor

Auditor 2010 - now

18 Post-Graduate Study Committee

Member

2010 - 2012

19 Faculty Academic Committee (JKA) Committee

Member

2010 - 2012

20 Razak School Graduation Ceremony

Committee

Deputy Head

Bureau

2010 -2011

21 Faculty Academic Committee (College of

Science and technology UTM)

Committee

Member

2008 - 2010

22 Head / Panel of Quality audit for UTM

Diploma Joint Program to the Joint UTM

Colleges (ITP-YPJ, IKIP, KYS, PIT-Ipoh,

BESTARI International, PSDC) 2008-2010.

Head of Panel /

Member

2008 - 2010

23 Course coordinator Diploma of Mechanical

Technology (Automotive, Military

Automotive and Manufacturing)

Course Coordinator 2006 - 2010

24 Review Curriculum Development for

Diploma of Mechanical Engineering and

Diploma of Mechanical Engineering

(Aeronautic) – UTM/KTU

Committee

Member

2008 - 2009

25 Represent UTM for defending MQA Audit

at Twin-Tech International College Sarawak

for UTM Diploma Joint Program, 2009.

Member 2009

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26 Represent UTM for defending JPA Audit at

Institut Tentera Darat (IJED) Port Dickson

for UTM Diploma Joint Program, 2009.

Member 2009

27 Committee for Postgraduate Program at

College of Science and Technology UTM

Committee

Member

2008

28 Academic Guideline Book for College of

Science and Technology UTM

Committee

Member

2007

29 Committee for MQA Accreditation at

College of Science and Technology UTM

Committee

Member

2007

30 Ad-Hoc Evaluation Committee for New

Politeknik’s Diploma in Mechanical

Engineering (Materials and Textiles) for JPA

approval, 2001.

Member 2001-2001

31 Represent UTM for defending JPA/LAN

Audit at IKM Pasir Mas for UTM Diploma

Joint Program, 2000

Member 2000

Table 5: APEL Assessor Panel

NO APEL CANDIDATE APEL TYPE AREA DATE

1 Lim Tau Yee APEL A – T7 Business

Administration

26 Oct 2020

2 Muhamad Fazdli Akmal Mansor APEL A – T7 OSH 27 Jul 2020

3 Siti Zahirah Zinal APEL A – T7 OSH 13 May 2020

4 Wong Pak Chin APEL A – T7 Chemical Plant 13 May 2020

5 Nor Affan bin Nordin APEL A – T7 OSH 24 Feb 2020

6 Josephine Dorkes anak Endin APEL A – T7 Mechanical 11 Dec 2019

7 Izwan Riza bin Mohd Zaki APEL A – T7 OSH 18 Sep 2019

8 Sugindran A/L R.Santhirabalam APEL A – T6 Management 3 Jul 2019

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6.0 TEACHING PHILOSOPHY

I had been officially appointed as educator since 1997 when Diploma Program Study UTM Kuala

Lumpur employed me as tutor in the Department of Mechanical Engineering. Prior to that, I was

an engineer in Production Department, Proton. As production engineer, I have been involved in

managing production schedule, quality control, process monitoring and most of the time I dealt

with production workers and other production supporting staff. In human resources

management, I have been given responsible to train new Proton workers in fundamental theory

of automotive painting and demonstrate Proton Production Department function and process

flow. Since then, I found myself have passionate in teaching and learning. This is the starting

point for me to embark myself in education. My interest, my personal personality, and my

industrial working experience has gradually influenced my view and philosophy on teaching. The

Below are my teaching philosophy:

I believe my fundamental role as an educator not only to deliver class materials, however

I have responsible to coach, mentor, guide, motivate and as role model to my students

in order to develop their scholarship in the field.

I have treated all students with absolute equality, regardless of age, gender, nationality,

intellectual ability or personal attractiveness.

I am always available on request and living up to this by devoting time to personal help

on demand.

I make it my business to try to understand the student point of view however erroneous

before attempting to give them my own. This means that when I do teach, I can choose

a conceptual path that leads from the students current understanding to a broader or

more conventional one.

I try to set a good professional example in written solutions and in conversation, by

always referring everything back to the standards of practice and industrial need.

Enthusiasm is critical to good teaching, and students have a sixth sense for it.

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I realize that teaching as a reciprocal relationship between educator and student. Both parties

need to play roles for the success of teaching and learning process. Follows are the primary tasks

of educator for their student:

Provide a conducive learning environment.

Provide required knowledge that helps student for their success.

Supply materials, opportunities, and feedback that helps them to learn.

Keep motivating, encouraging, and assisting all the time.

Be fair in all assessments.

Put yourself as their coach, friend, relative and parent when necessary.

To ensure the successful of teaching and learning, students should be having the qualities of success

people. These qualities of student are required so that the teaching and learning process more

effective.

Tolerant of different points of view.

Prepared for class.

Willing to work hard to complete course activities.

Willing to bring their life experiences into the class to enrich discussions.

Willing to share their outside experience to the class

Willing to apply what they learn in class for problem solving in real life.

Willing to adopt knowledge gained for new requirement outside.

My students are mainly working adult and with various working experience background, therefore life-

long learning skill is very important. As adult learners, they are usually having already

fundamental concepts of a specific course, thus the critical analysis and advanced problem

solving strategies need to be implied. For adult learning, the lectures have more challenging to

design assignments or project case study as they have vast experience in the particular subject.

Therefore, real industrial case study and current focus area requirement should be part

assessment content.

Writing is important skill for post graduate study. However, many postgraduate students have

lack capability in writing. By providing details guideline to write a case study report, allow them

to improve their writing skill indirectly. I also usually explain in class how to write a good articles

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or project report to ensure they submit a good quality of assignment. Good coaching is help much

to develop their writing skill, and to be faired I used this as my formative assessment.

Sharing knowledge and experienced among peer student is very useful in adult learning. I always

welcome student opinion and comments on a specific topic. I also encourage student to

participate in class discussion and allow them to even to critic their peers and myself by giving

better idea. This could develop their critical thinking, and initiate a new idea of in the subject

area. Up to the extend, the lecture should be in prior having well preparation. These steps help

myself:

Have a thorough knowledge of the subject area. I believe that I should be more

knowledgeable in each teaching subject, so that I should read a lot and understand all the

given problems.

Be well prepared. I always be prepared for each lecture session, willing to entertain in detail,

ideas or questions which arise spontaneously in the classroom. All lecture notes and

materials will be available in the e-learning at least two days before the class.

Make the subject interesting for the students and easy for them to learn. Be able to

communicate and discuss the interesting area of the course, significance of the course in the

program.

Make the student enjoy to study the subject and get involved in the classroom. Encourage

the students to get involve in some activities in the classroom such as demonstrating their

ideas in the group discussion, involve in online forum via e-learning, etc.

Understand that learning is an active experience. Students need to be active, not passive,

participate in the learning discussion.

7.0 TEACHING METHODOLOGIES

As the field keeps changing, one of the key goals in my teaching methodology is to provide a

framework for life-long learning. I aim to help students become reflective and collaborative

thinkers, and who are also effective communicators. As with any relationship, both parties must

be involved in its growth and development. Thus, I make an effort to learn every student name

and to encourage their active participation during class. The primary role of a educator is as a

facilitator, and in that role they should enable students to become responsible for their own

learning. I view teaching as a process of encouraging students to make connections between

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their own experiences and the subject matter. I strive to foster in my students critical thinking

skills and problem-solving strategies.

Different lesson types and different learning styles of students in the class require different

teaching technique. At postgraduate level, teaching adult learners who already have fundamental

concepts of the course require advanced problem-solving, real case study analysis and adapting

fundamental theory to the industrial issues. I believe this is the appropriate approach for some

doctorate level courses such as Current Topic in Supply Chain Management (ERSA 1213), Current

Topic in Project Management (ERSA 1233), Current Topic in Production and Operation

Management (ERSA 1113) and Current Topic in Technology Management. These courses not

only require to discuss in depth in real industry problems and solutions, but student need to

critically analyze previous cases that referred from journals and Harvard Business School case

studies.

For master level courses, I am facilitating many operation managements related courses such as

Operation and Strategic Management (MRSE 1513), Technovation Management (MRSF 1223),

and Technology Management (MRSE 2593). Although these courses seem to be similar with the

doctorate courses whereby also need high level, however the cognitive should be slightly below.

Most the cognitive taxonomy of these courses are set at 5 to 6 according to Bloom. Again a

comprehensive problem based learning (PBL) is being implemented. Student are required to

analyze industrial related problem or issue and they need to response that issue using right

theory and able to provide alternative approach or solution. Sometime students are required to

answer a structured and open ended questions to apprise their cognitive and soft skill

achievement.

Project Management (MRSE 2583 / ERSA 1233), the course that give great challenge in my course

teaching. In teaching this course, a compromise among fundamental theoretical, real project

implementation as suggested by PMBOK and experienced project manager student in classroom need

to be harmonized so the effectiveness of teaching and learning of this course is achieved. To manage

a project, the manager should be mastering in multidisciplinary area ranging from technical

knowledge, finance, managing people, contract, law and regulation, stakeholder management,

project planning and scheduling, and risk management whereby the fundamental and real current

issue of these area need to be integrated. Many opinion and argument raised by experienced student

in which they sometime did not agreed the theoretical suggestion when they realized that real issue

are contradicting. As tutor, I always open this conflict to all student for further rationalize. At the end

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a promising solution are required by providing real project example that applied theoretical to be

success. Therefore, I need a comprehensive preparation for by searching current issue of project

globally and focus on their success strategies

Technology Management (MRSE 2593) is one of my favorite courses. Discussion and sharing

technology thoughts among students really assist them learn from peers and the lecturer to

develop communication and life-long learning skills and abilities to organize their thoughts, and

to develop rational arguments. The interactive instruction strategy allows group member to

outline the topic, compose and rewrite, and reporting or sharing findings. Technology

management is essential; this includes communications, marketing, product development, and

efficiency in reporting. Today, technology management is one component of the business

environment that allows companies to remain competitive in any market, even those with fierce

competitors.

Industrial Ergonomics (MRSA 2083) is one of important course in master of OSH program. This

course offers theoretical and practical approach to the student. By taking this course, student

can easily to sit competency examination conducted by DOSH Malaysia to be a competence

ergonomic risk assessor. Many alumni master OSH program are now become a specialist in

ergonomist in their industry and as a freelance practitioner. One of FTIR alumni, Mr Mohd Nizam

Esa, graduated in Executive Master Occupational Safety and Health Management (EMOSHM) in

2017 was appointed as managerial level position as soon as graduation by his company now he

holds ergonomic assessor competency certificate from DOSH Malaysia. A part from theoretical,

students are given in class activity and assignment related to ergonomic risk identification,

assessment, risk mitigation and solution as part of course assessments.

For undergraduate teaching, I always choose the appropriate teaching method based on nature of

the subject taught and class condition. For example, Manufacturing Process (SMJP 2113)

required student to understand the fundamental of material processing and technology used.

Manufacturing process is the study of the characteristic of material undergone process of heating,

deformation, cutting, and joining using various techniques and tool and machines. It is one of the

fundamental applied material processing to many industries in the world. Real case study need to be

exposed to the student in class or out class. For example, I always use video, industrial visit and

information search for a specific project as part of my teaching method. I also emphasize, the good

quality product of manufacturing much depends on selection of correct material, process parameter

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and optimizing these parameters will lead to cost reduction. Then, I imply the problem-solving

methods by giving them tutorials, extra exercises, assignments and quiz. I use other teaching

methods such as co-operative learning and projects for Engineering Mechanics (SRSD 2093) and

Static (DDPJ 1003). I encourage the student through the active- learning where they must talk

about what they have learned, write about it, relate it to past experiences and apply it to their

daily lives. They must make what they learn part of themselves.

The use of e-learning helps me to familiarize my students with the current web technology and

Internet. by using the e-learning students can get the lecture notes earlier, attempt the quiz,

submit their assignment, and even chatting with me. I also can update the assessment of

students frequently because the system is designed complete with the grades tool.

I tried to increase communication and feedback both to and from my students. I encourage the

use of office hours, and I make myself available at other hours as well. I have a small conference

with each student about midway through the semester. I tell them how I view their work so far

and try to give them suggestions for areas in which to improve, and I find out from them about

any problems they are having. I always hold as much as office hours per week, and I make myself

available at other times as well. I tell my students they are welcome to come by my office at

other times, and unless I have an immediate deadline or meeting or class, I will be able to help

them. My detailed schedule is stated outside of my room.

There are also few teaching methodologies that I used to ensure the learning outcome of course

was achieved:

Imply textbook and interactive slide in the classroom. The book provides a lot of good

examples industrial case or engineering applications.

Encourage students to use variety online and offline of sources of information, being

exposed to open source tutorial and educational video eventually provide deeper

understanding from those written in the textbooks or journal articles.

Use simple language to explain or describe certain concepts, give simple example to ease

student to understand certain concepts or fundamentals.

Discuss the solution of necessary engineering problems and case study in the classroom.

This could very useful to attract their attentions so that they are not sleepy, especially in

the afternoon session.

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Motivate the student to learn or understand the certain concepts for their own good.

Compiled all the lectures notes, assignments, quizzes, tests, and final exams questions

(complete with the solution), and assignment for their future references.

Arrange an industrial visit, if necessary to expose students with real industrial issue,

current practice that they have learned in the classroom.

Give tutorials or extra exercises to students to increase their understanding and skills

of solving the given problems. Well explained the solution of tutorial in the classroom.

8.0 TEACHING STRATEGIES

In consider ways to make my lectures more impactful and engaging. I consider few teaching

strategies and techniques as below:

Small group teaching: Explore the facilitator skills required and how to avoid potentially

difficult scenarios when students are working in small groups.

Demonstrating in practical classes: Explore the key learning aims of practical classes and

how to get learners to effectively engage with them.

Flipped classroom: Consider a 'flipped' approach by asking students to watch video

content before the class session, and devote in-class time to exercises, projects and

discussions.

Active learning: Explore teaching and learning methods that put the student in charge

of their own learning through meaningful activities.

Problem based learning: A student centered approach, where students learn about a

subject through understanding and solving problems.

Work based learning: Providing students the opportunity to learn through real-life work

experiences.

Blended learning: Traditional classroom teaching combined with online learning and

independent study.

Student-centered learning: Students work together to support each other learning by

group class activity and forum discussions.

In the purpose of grading, I presume that grading as motivation to the student, not judgmental.

Student should embrace the taxonomy of learning as stated in course learning outcome by completing the

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all course requirements. One of biggest challenges is to grade student works fairly and efficiently.

When I am grading my student works, I am not only considering the outcome itself but the

problems and limitations that student are facing to complete the assessment. However, for

excellent grade the student must demonstrate the specific quality of work and effect to complete

the task given. Whereas to get pass I am leveraging all assessment outcome and simplifying the

assessment process.

I generally have high expectations on my students. When grading the tests, I try to strike a

balance, be fairly strict while but not to demotivate the students. This gives a signal to students who

are not doing the work, or for whom the course material is too difficult, so that they can either

drop the course or make the decision to devote more time and effort to the course. Also, it gives

students a good idea of where they stand in the course, so that there are no surprises at the end.

Finally, it allows me to take other factors into account when I make up final grades, resulting in

increases for some students at the end of the course. I spend quite a lot of time in the process of

figuring and deliberating final grades. As a result, I very rarely have any student who thinks that

his or her final grade is unfair or unexpected.

8.0 DESCRIPTION OF COURSE SYLLABUS

For postgraduate teaching, the core and electives courses that I usually coordinate are Project

Management (MRSE 2583 / ERSA 1233), Supply Chain Management (MRSE 2543 / ERSA 1213),

Industrial Ergonomics (MRSA 2083) and Technology Management (MRSE 2593 / ERSA 1123). As

a course coordinator, I prepared the course outline, lecture planning, and post module assessment

paper for that subject. The detailed in course outline and lecture planning will help me to organize

and coordinate the subjects between the three program of study. The brief description of course

material is given below, and further detail of the course syllabus is available in the e-learning

system.

Project Management (MRSE 2583 / ERSA 1233) is three credit course aims to expose

managers and engineers on topics pertaining to project management. It focuses both on

the technical tools of project management and the human elements. It provides

quantitative tools and techniques in assessment and decision making, while exploring

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insights into human behavior and group dynamics in projects. Lesson on what makes a

project a success or failure will be discussed through structured teaching and case studies.

Supply Chain Management (MRSF 1233) is three credit course is designed for students to

gain detailed businesses in the entire chain of activities involved in delivering products to

the customer. Supply Chain Management (SCM) is the integration of activities of material

or service procurement, production process and delivery to customers. This course provides

the student with knowledge in applying latest business technology for supply chain systems

in operations to enable effective, efficient and timely information capturing, processing and

exchanges among various business entities in today supply chain environment.

Industrial Ergonomics (MRSA 20183) is three credit course focus on the study of interaction

between people and industrial systems and the factors that affect the interaction. The

system can be improved by designing user-interface to make it more compatible, improving

work environment, designing tasks for people compatibility, improving the way of work

organized to accommodate people psychological and social needs. This course covers

human system design, anthropometry, human physical and body mechanics, workplace

design, manual handling, hand tools, environmental ergonomics, human factors error and

safety, job design, and ergonomic analysis and assessment. Student are expected to

understand ergonomic principles, apply ergonomic methodology in industry, evaluate and

solve ergonomic related problem in industry.

Operation and Strategic Management (MRSE 1513) is three credit course is designed to

elaborate the areas for competitive advantage is operations, or the production and delivery

of both goods and services to the customer. Operations strategy ties up with the overall

business strategy while operations management ensures that the operations are executed

effectively, efficiently and productively. This course introduces students to the importance

of operations strategy, current issues, tools and techniques and analysis related to the design,

planning, development, control, and improvement of manufacturing and service operations.

Technology Management (MRSE 2593) is three credit course. Technology is becoming an

increasingly important determinant of success. While technology per se is important, it is

necessary for managers to be prepared to deal with challenges continuously being faced by

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organizations in either developing, acquiring or using newer technologies. This module

provides the student with an understanding of the depth and scope of managing technology

and concepts, as well as the challenges and tool to address them. Amongst others, it deals

with ethical issues in technology management, new TM paradigms, technology life cycles,

technological innovation, linking business and technology strategies, technology planning

and implementation strategies, acquisition and exploitation of technology, assessment and

justification for technology investments

For undergraduate teaching, I always coordinate and teach fundamental and advanced mechanical

engineering courses. The courses including Manufacturing Process (SMJP 2113 / DDPJ 2703), Mechanic

of Machine (DDPJ 3113), Static (DDPJ 1003), Welding Engineering (SMJP 4923). The synopsis of these

courses as follow:

Manufacturing Process (SMJP 2113 / DDPJ 2703) is three credit course consists of introduction

to manufacturing processes, common aspect in manufacturing, metal casting, bulk metal

forming, sheet metal forming, forming of polymer, machining operations, joining processes,

and the latest and competitive environments in manufacturing. The elements of precision in

manufacturing process are embedded in this course.

Mechanic of Machine (DDPJ 3113) is three credit course that continuation of Dynamics. This

course comprises of analysis of gear systems, belt, balancing and crank effort diagram.

Mechanical control device such as governors also discussed. This course also introduces to the

fundamental of vibration including free vibration and force vibration.

Welding Engineering (SMJP 4923) is three credit course. The purpose of this course is to give

familiar with the concepts and terminology in welding engineering. Student will understand

how welding design is built on a foundation oh heat flow stress, structural analysis and fitness

for services. In this course the students will learn the basic theory of various materials joining

processes including arc, resistance, solid state, and high energy density welding.

Static (DDPJ 1203) is three course. This fundamental of mechanical engineering course

introduces student with the concepts of the first, second and third Newton Laws. Each law is

applied to particles and rigid bodies which are subjected to a system of coplanar forces. A

general case of 2D and 3D force systems acting on rigid bodies are then analyzed.

For teaching and learning process, student is initially supplied with the lecture materials including

lectures notes, extra reading material, case study sheet, and course teaching plan. A registered

student can simply get these material from e-learning that I usually uploaded earlier in the

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system. For evaluation, I always use formative and summative assessment methods. For

formative, students are grouped consist of not more than 6, who are required to analyze a

specific question or case and come out with comprehensive solution. They are evaluated during

the session by peers and presentation. For summative assessment, most common method used

are tests, quizzes and post module assessment (PMA). Whereas for undergraduate student, they

will have final examination as main part of evaluation. I believe a good student who has scored

consistently high marks in their course work and final examination or PMA will finally score a good

grade. I monitor the result of potential students continuously throughout the semester to help

them score in their final examination especially for undergraduate. I also collected some of

student answer scripts for my future reference and data collection of my teaching research. I tried

to choose the best and the worst answer scripts for each class of subject taught. A few samples of

the best answer scripts for the subject taught are attached in every course file. I imply projects in

certain subjects to enrich the generic skills of my students. Several forms of project such as

preparing poster and model, subject investigation, case study and organizing a seminar. During

the seminar the best presenter and the best group project were selected and given a token to

encourage them committed with their projects. Example of my course learning outcome or

course information as in Appendix E.

9.0 EFFORTS TO IMPROVE TEACHING

Several steps have been taken to improve my teaching technique:

Learning from experience

Experience is the best teacher. I have a long way to go in my career as a lecturer. There are so

many things to do and one of them is to improve my teaching skills. I learn a lot from my own

experience as a lecturer. I keep on asking my students to give their comments on my teaching

and the way I have conducted my class. These comments help me a lot in improving my

teaching. I used to keep all the feed backs, run through everything and try to accommodate

their suggestions. I equally learn from other experience especially my seniors.

Learning is a lifetime effort

Everyone must believe in this. Lecturers in particular must be at the frontline of this effort.

Otherwise, we will be a Jurassic lecturer. Apart from attending professional conferences, I will

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participate in courses that would enhance my professional value. I should not be seen as

someone normal, but I like to be seen as extraordinary. I have to think big. Whenever

opportunity occurs, I will try not to miss any of it. by this, I will be able to also guide my students

to think out of the box.

Through research and development activities

Research will increase the depth of knowledge and level of expertise. Through research work,

in essence, I will be able to understand better why a certain scenario happened in a given

manner. Whenever new issues arise, certainly, the challenge to formulate relevance solution

would come into picture. by that it is not only must we be able to work in a scientific manner

but we must also be able to exercise a good amount of creativity. in doing so also new methods

could be rediscovered. I am sure we can be a better teacher.

Publications

Publications is one of the best means of putting our knowledge, findings and analysis in a

structured manner. It also served as a sharing medium with our counterparts and colleagues

from all over the world who may share the same interests. It is a good medium of exchange of

knowledge and findings. That would certainly help me in my understanding over a new matter.

Besides, I also took several other steps to improve my teaching technique including self-

evaluation; courses, conferences and workshops attended; participation in program on

sharpening instructional skills; and writing articles and modules.

I engage in self-evaluation during each class session. I always reflect on what I do and do not do in

each class. Part of this process involves thinking back over the class immediately after the class

session has finished. by reflecting on the class session while it is still fresh in my mind, I try to identify

what worked and what did not work. I also try to identify the reasons why what worked did work

and why what did not work failed to work. This process of continual self-evaluation over the

quarter allows me to make mid-course corrections. I make a conscious effort to monitor the body

language and facial expressions of my students. If I notice a growing number of bored

expressions, then I consider whether to speed up the pace or move on to the next topic. If I notice

mostly dazed and confused expressions, then I consider slowing down and providing additional

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explanations or examples. If I notice blank expressions, then I stop and explicitly tell the students

that I need their feedback on whether they are understanding the material and are becoming

bored or whether they are so confused that they do not know what to do or ask.

In order to improve, up-date and upgrade my knowledge in teaching and learning, I have also

attended conferences, seminars and courses at the national and international level. Among the

attended conferences, seminars and related courses are listed in Appendix F. I also presented

and published my paperwork in journals, seminars and conferences. The articles that I have

published help me to enhance my knowledge and increase my confidence in teaching the related

topics in class.

10.0 EVALUATION OF TEACHING

10.1 Student Rating Evaluations

I use the UTM Teaching Evaluation Form for every class at the end of every semester. I found these

standardized forms are extremely helpful precisely because of their standardization, they allow

me to track my performance over time using a consistent instrument and they allow me to

compare my performance to that of other lecturers using the same instrument. I believe that

both types of information are valuable. Tracking my performance over time allows me to

examine the effects of changes in my courses. Such feedback is critically important to me because

I continually try to change the courses to improve them each time that I teach them. My ratings

are generally quite positive when I almost always earn average ratings above 4.0 and also usually

earn average ratings above 4.5. Even though the ratings are generally positive, the evaluations

still help me identify areas that would benefit by change and improvement. Student evaluation

for last 5 years of my teaching is shown in Table 6 for postgraduate and Table 7 for

undergraduate respectively. I cannot retrieve few semester rating due to system problem or

student did not rate my class using e-ppp system.

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Table 6: Rating of teaching for postgraduate

YEAR OF SEMESTER

SEMESTER SUBJECT CODE NAME OF SUBJECT RATING

2020/2021 1 MRSE2583

ERSA1213

Project Management (University of

Meiji)

Current Topics Supply Chain

Management

-

-

2019/2020 2 MRSE2543

MRSE2543

MRSA2083

MRSF1223

MRSE2593

MRSE1513

Supply Chain Management


Industrial Ergonomics

Technovation Management

Technology Management

Operation and Strategy and

Management

4.50

4.75

4.75

4.75

4.50

4.50

2019/2020 1 ERSA1113

MRSA2083

MRSE2583

Current Topics in Production and

Operations Management


Project Management

4.25

4.00

4.00

2018/2019 3 ERSA1113 Current Topics in Production and


4.75

2018/2019 2 MRSE2583

MRSE2543

MRSE2543

MRSE2583

ERSA1213

MRSA2083

Project Management



Project Management


Management


4.50

4.75

4.50

4.50

-

-

-

2018/2019 1 ERSA1213

MRSF1223

MRSA2083


Management



4.75

4.50

4.50

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2017/2018 2 ERSA1213

MRSA2083

MRSE2543

MRSE2583

MRSF1223


Management



Project Management


5.00

4.73

4.50

4.50

4.73

2017/2018 1 MRSE1513

MRSF1223

MRSA2083

ERSA1233

Strategy and Operation Management



Current Topic in Project Management

4.73

-

4.63

4.68

2016/2017 3 ERSA1213

MRSE2543

MRSA2803

Current Topic in Supply Chain

Management



-

-

-

4.73

2016/2017 2 MRSE2583

MRSF1223

Project Management


4.73

2016/2017 1 MRSA2083

ERSA1123

ERSA1213

Industrial Ergonomic

Current Topic in Technology

Management

Current Topic in Supply Chain

Management

4.73

4.50

-

2015/2016 3 EMS2173 Resource and Project Management -

2015/2016 2 MRSE2583

MRSA2803

MRSE1123

Project Management

Industrial Ergonomic

Strategic Management

-

-

-

2015/2016 1 MRSE1513

ERSA1113

ERSA1123

MRSE2583

Productions Strategy & Management

Current Topics in Production and


Current Topics in Technology

Management

Project Management

4.41

4.50

-

4.50

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Table 7: Rating of teaching for undergraduate

YEAR OF SEMESTER

SEMESTER SUBJECT CODE NAME OF SUBJECT RATING

2019/2020 2 SMJP2113 Manufacturing Process 4.43

2019/2020 1 SMJP 4293

DDWJ3502

DDWJ3921

Welding Engineering

Mechanical Design Project

Engineering Laboratory 2

-

4.45

-

2018/2019 1 DDWJ3703

DDWJ3502

Manufacturing Process


4.55

-

2017/2018 2 DDWJ1802

DDWJ1802

Industrial Engineering

Industrial Engineering

4.56

4.52

2017/2018 1 DDWJ1802 Industrial Engineering 4.45

2016/2017 2 DDPJ3213 Mechanic of Machine 4.52

2016/2017 1 DDPJ3504

DDPJ3504



4.55

2015/2016 2 DDPJ2922

DDPJ3003

SMJP4293

Engineering Lab 1

Manufacturing Process

Welding Engineering

-

4.52

4.43

2015/2016 1 DDPJ3213 Mechanic of Machine -

10.2 Class Reflection and Constructive Comments

At the end of each class, students gave class reflection and comments. I believe that students are

mostly appreciate if they are satisfied with the learning process and they have opportunity

involved in sufficient interactive activities. The collection of class reflection form provided by the

Faculty Academic Office give me insights of student feedback on my teaching and how I am going to

improve my teaching strategies in future. The samples of class reflection and comments that I

consider as positive are as follows:

All topics were covered and explained thoroughly. Thank you so much.

Dr has been very helpful and the class was very interactive!

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Kelas menarik dan kelakar.

Very helpful to student with good support of student. Excellent teaching.

Well prepared lectures note with clear explanation for each topic. Thanks Dr.

All topics are covered and well brief.

Very kind and very good lecturer. The way to handle the class is very systematic

Descriptive and enjoyable. Always tried to make the contents easier for students.

Course contents were well planned and covers the application of supply chain management.

Easy going approach.

Excellent for active learning, excellent for content.

Through explanation with examples, comprehensive, as per course outline

Very easy to understand and vast industry experience.

I also received some constructive comments from student. I always welcome these comments in which

I really need for my teaching and learning activities improvement. Example of these comments are as

follow:

Make more interesting slides.

Give more practical examples.

Provide local case studies.

I also frequently ask peers to examine my course materials and provide me feedback. Not only

this has provided me specific comments and ideas, but more variety of teaching topics are

discussed. The moderation process as practice in UTM also very helpful to assist lecturers to look

into their assessment and course materials indeed.

11.0 PRODUCT OF TEACHING

I received the award of Excellence Service Award 2008 (Anugerah Perkhidmatan Cemerlang, Citra

Karisma UTM). In 2013, I received again Excellence Service Award for the second time in my service.

Although this is not a teaching award purposely, but this award shows some appreciation on my

efforts and commitment on my teaching and other teaching responsibilities because teaching is

my routine as a lecturer. In recent years, UTM Lead give certificate to lecturers who achieved Level

5 Blended Learning for their teaching. Since 2013, almost all of my courses had achieved Blended

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Learning. Every course that fully utilize e- learning for the teaching class are graded as Blended

Learning. Table 8 is the list of awards that I received within 10 years back of my service in UTM.

Table 8: List of awards

NO AWARD YEAR

1 Award of Excellent in Active Bended Learning, “SMJP 2113

Manufacturing Process” 2019/2020

2 Best Teaching Lecturer 2018

3 Award of Excellent in Active Bended Learning, “MRSE 1513

Operations Strategy and Management” 2017/2018

4 Gold Medal, UTM Razak School Poster Day, “Ultrasonic Horn

for Metal Tube Forming” March 2017

5 Appreciation of Participant, INATEX 2017 “Tank Jacking

Structure for Crude oil Refinary” November 2017

6 Award of Excellent in Active Bended Learning,”ERSA 1213

Supply Chain Management” 2016/2017

7 Excellent Service Award UTM 2013 2013

8

Best Paper Award, “Multiple performance optimization for

the best metal injection molding (MINM) green compact.”,

International Conference on Plant Equipment and Reliability

(ICPER2010), Kuala Lumpur, Malaysia

2010

9 Excellent Service Award UTM 2008 2008

10 SLAB/UTM Scholarship for PhD Study 2002-2006

11 SLAB/UTM scholarship for Master Study 1999-2000

12.0 SHORT TERMS AND LONG TERMS GOALS

As educator, I realize that the teaching and learning method and delivery currently is changing by

advancement of technology. To accommodate IR 4.0, teaching and learning styles need to be

updated accordingly. Therefore, my long term goal in teaching and learning is to fulfill the

requirement of future ready education. A new approach of teaching and learning that considered

as most flexible for all is micro credential certification. I plan to have compressive module in

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ergonomics that fulfill micro credential requirement soon. This could assist many practitioner,

industrial player, and interested people to enhance a specific knowledge ergonomics and

simultaneously they can accumulate credits for later certification.

Another long term plan in my teaching initiative is to develop a massive open online course

(MOOC) for technology management in UTM open learning. I really interested to develop and

apply the MOOC because the online course aimed at unlimited participation and open access by

providing interactive user forums to support community interactions among students and

educators. Nowadays, MOOCs emerged as a popular mode of learning which often emphasized

open- access features, such as open licensing of content, structure and learning goals, to promote

the reuse and revising of resources. Some later MOOCs use closed licenses for their course

materials while maintaining free access for students.

I have been setting few teaching goals to be achieved in short term. First, is to update document for

my course files via e-learning as online learning become essential nowadays. I make full use of the

e-learning websites to supply extra readings and utilize it as means of communication with my students.

I found that my students were happy with the e-learning and it really helps them in their study. I would

like to have my personal web page which allow everybody to get access to my works, publications,

teaching materials and a personality inventory that I have developed during my doctoral study.

Second, to publish as many as possible good quality of student assignment and project. I also

want to improve and upgrade my teaching skills. I will try to practice the lifelong learning process by

keeping myself updated with new skills and technologies in relation to teaching and learning. I will try

my best to include all the necessary generic skills needed by the students in my teaching programs

direct or indirectly. To improve my skills in making good assessment, I will always learn from my

seniors and update myself through courses and attending related seminars. I consistently improve my

lecture notes and other teaching materials. They will be upgraded to compose teaching modules and

finally, after some revision, to turn them into books. To adapt to the changing environments, the

usage of information and communication technology is important and relevant. I intended to develop

courseware for my subjects.

~~~~~~~~~

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