My personal philosophy is based on ‘learning is a lifelong journey and continuous process’. Every day, we learned new things or new knowledge. The education system in the present time has technologically advanced for the past decade. In order to move forward, we need to develop new knowledge to cater this technologically advance education system. In academia, there is no standard definition of lifelong learning. However, it is one of the effective ways to deal with changes in learning modes, learning teaching tools and technologies, learning materials, and learning innovations. As a lecturer, it is my responsibilities and duties to deliver the knowledge to my students in the best and conducive teaching environments. This includes inspire and motivate, effectively communicate, sharing experiences, and treat them equally. As to the teaching methods, I hope that I will improve my teaching through time, experience, mistakes, by share knowledge with peers, learn from seniors, and learn from structured trainings provided by the institution.
Goals of Student Learning
The student learning goals is an important principles in my teaching to see the students achievement throughout the course. As for me, the learning goals is the ‘big picture’ of the students’ success in achieving the learning objectives for the course. In my class, my goal is to share my knowledge on the topic, do a lot of collaborative learning activities with students, and students need to think and share their knowledge with their friends. Besides, to be a good teacher, you need to lead by example and inspire your students with the knowledge and wisdom. In teaching the course of Introduction to Bioprocess Engineering, it is expected that students will be able to understand the concept of bioprocess engineering in biology perspective, the application of process flow sheet in bioprocess industries, distinguish the different unit operations commonly applied in upstream and downstream process and how to apply engineering calculation in bioprocess industries. Ideally, this course present the principles of bioprocess engineering for the future biological scientist. It does not seek to make biologists into bioprocess engineer, but to expose them to engineering concepts and thinking. This course in an interdisciplinary course which involve the fundamental knowledge related to the area of biology (microbiology, biochemistry, genetic engineering) and engineering principles (biochemical engineering, reaction of process and others). Whereas, in the course of Environmental Biotechnology, students were exposed to the issues that related to the environment such as various type of contaminant (air, water, soil), how to overcome these pollution issues, remediation method of contaminated environments, and the usage of microorganism to for remediation and energy production. In this course, the students goals also is to emphasise the students understanding on Environmental Biotechnology towards the society and nation. The knowledge gained from this course will also make a significant contribution to sustainable development goals by replacing chemical processes with biological technologies. In order to create a mutual understanding between a teacher and students, I usually begin the lectures by established a good relationship with students. Lecture will start with an ice breaking session and motivational talk with students. Students also will have their chance to ask questions and give feedback after each lecture. Then, the student centred learning environment need to be established with outcome based education activities (collaborative learning) that create students’ interest to the topic. With these activities, students will be able to increase their level of confidence by communicating to peer, share their ideas or opinions, and play active role in the task given. All the good traits learned in the class will mature the students for their future career development.
The experience of teaching and learning (T&L) I gained in my 5 years as academician is totally different from what I have learned during my undergraduate study. The teaching and learning activities in UTM has progressed well over the past few years. There a lot of improvement has been made in T&L activities in UTM. Lecture centre learning or conventional one-way lecture is outdated method in teaching the new millennial students. UTM Academic Leadership or simply UTMLead, has provided me with quality training programme for academicians to develop innovative and effective methods of teaching and learning. It has focuses on the blended learning with information technology tools, and New Academia Learning Innovation (NALI) framework. In this framework, it involves the student-centred and blended learning with different modes of learning (case study teaching, outcome based education, problem based learning and etc). These learning modes with the integration of technology has incorporate an exciting teaching and learning environment for students. Students enjoy these blended learning modes with the application of online e-learning platform as their main source of lecture notes, course assessment, class information, discussions platform. With this blended learning and online tools, I believe that education is now at your fingertips. The COVID-19 pandemic has brought the education to the new paradigm where lecture need to be given online. It has made me to think creatively on the content of my teaching and learning methods. The use of technology tools (Padlet, Kahoot, Quizziz etc) has made the lecture more fun, flexible and creative.
Current Teaching (Undergraduate Courses)
SMBT 2513 (Introduction to Bioprocess Engineering + Laboratory)
SMBT 2233 (Fermentation Technology + Laboratory)
SMBT 4293 (Environmental Biotechnology)
SMBT 4263 (Pharmaceutical Biotechnology)
SMBT 2613 (Research Methodology)
SMBT 2193 (Bioethics in Research & Development)
Current Teaching (Postgraduate Courses)
MMBT 1233 (Industrial Technology and Bioreactor Design)
UMBP 0010 (Research Methodology)
Previous Teaching (Undergraduate Courses)
SQG 1303 (Microbiology)
SQG 1811 (Microbiology Practical)
SQG 1173 (Cellular Biochemistry and Metabolism)
SQG 2531 (Bioprocess Engineering Practical)
SQG 2821 (Genetic Engineering Practical)
SQG 3233 (Fermentation Technology)
SQG 3352 (Industrial Microbiology)