1.       Teaching Philosophy

I really enjoy teaching and learning from everyone, including my students. I believe that teaching and learning are about working together. Ever since I started teaching, I have tried to build good relationships with my students. This helps us all get along and learn better. When students feel someone cares about them, they are more excited and involved in learning. I think it’s important for educators to understand where their students come from because it can affect how interested they are in the class and how well they do. I always want to be seen as fair and understanding as an educator.

I like teaching all kinds of courses, and I am always looking to try new teaching methods. I learn from training, talking with other educators, and hearing from students. I have been lucky to teach many different types of courses to students in various years. These courses range from theory and memorization to more hands-on, project-based learning. I use many different ways to make learning centered around the students, like group work, games, discussions, and visits to laboratories or other places. I believe it is important for engineers to work well in teams and have good skills in dealing with others.

I am dedicated to my own growth, both personally and professionally, always seeking ways to become a better instructor. I stay updated with the latest research, teaching methods, and technology in my field. I regularly ask for feedback from students, colleagues, and mentors to improve my teaching methods. By continuously learning and adapting to new educational trends, I aim to give my students the best learning experience.

My teaching approach focuses on encouraging a deep respect for learning and a lifelong commitment to education. I strive to be an example of constant intellectual curiosity and professional growth. My goal is to help students appreciate learning and to inspire them to keep learning throughout their lives. I want to encourage them to be curious, to explore topics on their own, and to enjoy learning new things. I encourage my students to go beyond what they learn in class, do their research, and take part in extra learning activities. By showing them the value of continuous learning and skill development, I hope to inspire a lifelong passion for knowledge and personal growth. This is my mission, dedicated to the betterment of humanity. Kerana Tuhan Untuk Manusia.

2.       Teaching & Learning planning, and implementation of teaching/supervision

2.1        Implementation of teaching and supervision

Since 2009, I have had the privilege of teaching a diverse array of courses in a total 106 credits, averaging about six credits each semester. My teaching experience spans both undergraduate and postgraduate levels within the Faculty of Mechanical Engineering. Beyond the confines of Universiti Teknologi Malaysia (UTM), I have also engaged in external teaching and training endeavours. Notably, in 2023, I contributed as a project consultant trainer, providing training to TNB ILSAS executive staff in Bangi, Selangor. Furthermore, I have frequently been selected to consult on the production of biodiesel, alternative gas, bio-lubricant, and bio-propellant in my laboratory.

This variety in course content and student backgrounds has necessitated a dynamic evolution in my teaching and learning (T&L) methods. These methods must be thoughtfully tailored to suit the specific needs of each student group and their intended learning outcomes. This involves a deliberate and strategic approach, particularly in the practice of constructive alignment, where teaching activities are carefully designed and implemented.

Besides my role in teaching, my approach to supervising student projects is categorized into four distinct types: (i) industrial-based projects, (ii) design-related projects, (iii) experimental-related projects, and (iv) simulation-based projects. This categorization helps to align with the varying skill levels and knowledge bases of my students. I firmly believe that when students can align their projects with their foundational skills and interests, the outcomes can be exceptional.

Frequently, I encourage students to engage with real-world industrial problems. This exposure not only enriches their learning experience but also provides practical insights. I have supervised projects in collaboration with a range of industries, enhancing the practical relevance of the student’s work. Some of the industries we have worked with include G7 Aerospace Sdn Bhd, Malakoff Sdn Bhd, and TNB ILSAS.

2.2.     Beliefs and practices of assessment and evaluation

In my view, the assessment is not just about assigning grades to students but a vital tool to aid their learning and improvement for future tasks. It’s a comprehensive process that encompasses both formative and summative methods. Formative assessments like exams and assignments are continuous and provide ongoing insights into student progress. They allow me, as the lecturer, to get real-time feedback on how well the students are grasping the material, enabling me to adjust my teaching strategies accordingly. Summative assessments, such as final exams and projects, offer a complete picture of the student’s understanding at the end of a course.

As an engineering lecturer, I consider my main role to be shaping future engineers, not only in technical skills but also in critical thinking, creativity, and teamwork. I often employ open-ended tasks that encourage students to use their reasoning abilities and imagination. The project that I assigned to the student needs to form a highly disciplined team for the task. They need to do prototyping that requires multiple skills to complete the project.

I also promote self- and peer assessment among students to foster critical thinking and self-awareness. For fair and transparent assessment, clear rubrics and criteria are essential. This approach not only guarantees fairness but also clarifies expectations for students, leading to more effective learning.

To address the issue of plagiarism, I use Turnitin to check students’ reports before submission. Reports that show a high level of similarity are not accepted, and students are required to redo their work. My aim is not to punish but to educate them about the consequences of plagiarism. When I spot similarities in assignments, either from previous semesters or among different groups, I usually advise students to revise their work. It’s rare for students to ignore this advice and repeat the same mistakes.

3. Creativity & innovation in teaching/supervision and assessment methods and the impact on teaching & learning

3.1    Student-centered teaching

I teach applied course classes. My role involves nurturing creativity and innovation in my students. This responsibility has prompted me to exemplify these qualities in my teaching and learning (T&L) approaches. In the various courses I have been assigned, I have employed a mix of informal and formal methods to enhance my teaching strategies. Informally, I have gained insights through self-exploration, learning collaboratively with peers, and adopting techniques from seasoned lecturers. Formally, I’ve enriched my skills by participating in training workshops and attending educational seminars. Here are some examples of the methods I’ve utilized:

3.1.1      Active Learning

I integrated active learning methods to cultivate a lively and interactive learning atmosphere in my lectures. These included a variety of engaging techniques such as student discussions, a two-way approach to solving the problem, analysis of real case studies from current articles, and video assessments.

Throughout the lectures, I utilized multimedia tools, including slides and visual aids, to convey the essential concepts of the subject. This multimedia approach was effective in capturing the students’ attention and providing them with a well-rounded understanding of the topics. In addition, I usually walk around in class because I need to observe my students solving the problems using calculations.

Post-lecture, I fostered open discussions among the students, encouraging them to actively contribute by expressing their views, posing questions, and participating in critical thinking exercises. This dialogic approach deepened their comprehension and facilitated peer learning and intellectual exchange. Figure 1 shows the happy faces of my students in class during the discussion; they can walk around, ask questions, and participate in the discussion.

Figure 1: In the Applied Numerical Methods class, students with happy faces after an open discussion.

Figure 2: Volunteer students who are answering problems in front of the class lecture.

Additionally, I assigned them various topics to discuss to solve the problem, either in groups or individually. During these solutions in class, I called a volunteer student to solve the problem in front of the class, motivating them by giving them gifts. In addition, I encouraged a dynamic exchange by prompting other students to ask questions and actively participating in the discussion myself. This strategy was designed to ensure a thorough grasp of the subject matter and to enhance the overall learning experience. As an example, Figure 2 shows the volunteer student trying to solve the problem in front of the class. They received the simple gift when their answer was correct.

Incorporating video analysis was a key strategy in my approach to engage students and stimulate their visual and auditory senses. I carefully selected videos that were directly relevant to the subject matter (Figure 3), using them to illustrate complex concepts, demonstrate processes, or present real-life scenarios. This multi-sensory method was instrumental in reinforcing the learning material and accommodating various learning styles. Teaching approach using video in my lecture can help students be creative, and they learn how to develop their professional video, especially for competition. I always encourage students to participate in related competitions, for example Rocket competition organized by LIMA 2025 (Figure 4).

The impact of active learning in this context was profound. By actively involving students in the learning process, their engagement and attentiveness during lectures significantly increased. This approach not only fostered critical thinking and analytical skills, as students were required to assess and discuss the information actively, but it also transformed the traditional passive learning model.

Figure 3: Teaching & learning using video for axial compressor velocity diagram

Figure 4: Examples of project-based in courses.

Utilizing real case studies and analyses was especially beneficial for applying theoretical knowledge to practical situations, effectively narrowing the gap between academic theory and real-world application. Ultimately, the active learning techniques I employed led to a deeper understanding of the subject matter, improved retention of information, and created a more dynamic, interactive, and memorable educational experience for the students. Figure 4 shows the rocket competition in LIMA Langkawi. I motivate students to join this competition; they can apply their theory to the real problem, which is used for the future growth of Malaysian young talent in rocketry. Therefore, they succeeded in building their rocket prototype with a height of 1.5 m, which fulfilled all the competition requirements. They appreciate the knowledge that they gained in preparing for this competition, as shown in Figure 5.

Figure 5: Final project aircraft propulsion system course. Satisfied with student skills.

3.1.2      Blended learning

I implemented a blended learning strategy for interactive sessions using the UTM e-learning online platform. This platform facilitates the distribution of lecture materials, videos, and announcements while also enabling feedback activities. Students must submit all their assignments and projects via this e-learning system. Notably, this proactive approach in blended learning applies to my courses Applied Thermodynamics and Heat Transfer (SKMM/SEMM 2423) and Applied Numerical Methods (SKMM/SEMM 3023). These two courses were recognized with an Award of Excellence in active blended learning style. To this day, I still apply this approach in my course. In addition, the 2nd runner-up was awarded a win for the UGS Grand Challenges Competition and Undergraduate Research Opportunity Project (UROP).

3.1.3 Service Learning

I adopted the service-learning approach, intertwining student involvement in valuable community projects with their academic curriculum. This method merges educational objectives with community service, offering students a chance to utilize their academic skills to tackle real-world challenges, thereby positively influencing the community. The advantages of service learning are manifold. Primarily, it encourages active learning as students are directly involved in the planning, implementation, and reflection of their projects. Such practical application of theoretical knowledge enhances their comprehension and retention of academic content. 

Service learning also instills a sense of civic duty and social consciousness in students. Through direct community engagement, they gain insight into the diverse challenges and necessities of various groups, fostering empathy, compassion, and a wider perspective on societal issues. Additionally, service learning develops critical skills like teamwork, communication, problem-solving, and leadership. Collaborating with community members and organizations hones effective communication and team-building skills. Students also learn to tackle obstacles, adjust their strategies, and devise creative solutions for community problems. Figure 6 shows the MyAeroSummit program in MITEC KL, 2024, in which my student and I am one of their advisors. Students directly involved with NAICO handle the MyAeroSummit to prove their ability to handle a big program at the national level.

Figure 6: MyAeroSummit program, MITEC Selangor as student advisor.

The community benefits significantly from these service-learning projects. Students contribute their expertise, abilities, and innovative viewpoints to meet community needs, leading to practical and sustainable outcomes that positively affect the community. Moreover, such initiatives strengthen the bond between educational institutions and the community, creating a reciprocal and advantageous relationship. Figure 7 shows the AERODEX program during the open day in the Faculty of Mechanical Engineering. The student was happy at the end of the program, which successfully delivered a good schedule of programs and testing for their remote aircraft and scored high marks for the course. This positive experience not only enhanced the students’ practical skills but also instilled a sense of accomplishment and pride in their work. As they move forward in their academic and professional journeys, the lessons learned from the AERODEX program will undoubtedly serve as a foundation for future successes. Every year, AERODEX will invite the stakeholders and other universities and schools around Johor Bahru to join this program. The Aeronautics Program always receives good feedback from the industries and always receives a good reputation for its graduate employability rate. Example shown in Figure 8, our students from FKM at the international level are securing a job.

Figure 7: AERODEX program and open exhibition during FKM open day. My students are involved for a research showcase.

Figure 8: Service Learning via ‘exchange program’ to Samil Pharmaceutical Factory, Ho Chi Minh, Vietnam

Moreover, I extend my knowledge by joining a series of talks by the INI SAINS BEB! team. I had experience with being appointed as a moderator for a talk on the INI SAINS BEB! channel with the title Rocket and Satellite Technology. This experience not only enhanced my understanding of the subject matter but also allowed me to engage with experts in the field, fostering insightful discussions. I gained valuable skills in moderating conversations and facilitating knowledge exchange among participants. Using an online platform allowed a thousand audience members to listen to this talk. I am ready to serve the nation by sharing the knowledge related to my field, either as a moderator or panelist. Figure 9 shows how I conduct the program as the moderator.

Figure 9: Moderator for Rocket and Technology Rocket with INI SAINS BEB!

• 3.1.4 Industrial Visit

A field trip to UNIKL-MIAT was organized, involving students from the Aircraft Propulsion System (SEMT3423) course, as shown in Figure 10. This excursion aimed to provide students with a firsthand experience of a gas turbine engine and equipment. The visit was not only intended to enhance their understanding of gas turbines but also to allow them to see the components directly face-to-face to immerse them in a real-world maintenance and overhaul gas turbine engine beyond theoretical learning. This hands-on experience is crucial for students aspiring to work in the aerospace industry, as it bridges the gap between academic knowledge and practical application. By observing the maintenance processes and interacting with industry professionals, students can gain valuable insights that will prepare them for future careers in aircraft engineering and technology. This exposure enabled students to observe the practical use of tools in actual gas turbine components, requirements, and settings. 

The Faculty of Mechanical Engineering partially funded the journey, covering transportation costs, while UNIKL-MIAT generously provided lunch. The visit began with an informative briefing about the company’s history, policies, and organizational structure. Additionally, they outlined the safety protocols to be followed during our tour. The group was then split into two to facilitate a more detailed exploration of the laboratory facilities, allowing students to witness the company’s operational and gas turbine processes in action. This visit offered a valuable opportunity for the students to connect their academic studies with practical applications in a professional setting.

Figure 10:  Industrial visit to UNIKL MIAT Sepang

In addition, I brought students to Malakoff Sdn Bhd to feel the power plant environment. This industrial visit was for the Applied Thermodynamics and Heat Transfer course (SEMM 2433). The student tries to understand the heat engine that applies the steam cycle analysis. They try to understand the component of the steam cycle from this visit. They need to explore the problem that was assigned to them before visiting and need to solve it after returning to UTM. They can feel meaning in information beyond the theoretical knowledge only in class. Figure 13 shows the student with me standing close to the cyclone for the biomass co-firing facilities that initiate for NETR 2030. The real problems from industry basically align with the National Agenda, and I taught my students in class how important this course is for the future Malaysian power plant industry. From the visit, they gained knowledge about the combined power plant cycle and the relationship with the gas turbine engine.

Figure 11: Malakoff Sdn Bhd at Tanjung Bin, Pontian Johor

Moreover, industrial visits are not only in Malaysia; I encourage students to explore industrial visits outside Malaysia. For example, in Figures 12, 13, and 14, the student had experience doing an industrial visit to Tiger Balm Malaysia in Senai, Samil Pharmaceutical Factory in Vietnam, and Kajima Design Office in Senai. Students can learn about the working environment as an engineer at a multinational company (MNC). These are all experiences beyond the knowledge in class. They were happy and prepared their minds before graduating to see the working environment. The maturity of my student increases based on my evaluation of active teaching and blending the theory in class with the case study project.

Figure 12: Industrial visit ith a student in front of Tiger Balm Sdn Bhd, Senai Industrial Park, Johor

Figure 13: Industrial visit with a student in front of Samil Pharmaceutical factory Corporation, Ho Chi Minh, Vietnam.

Figure 14: Industrial Visit at design office Kajima (M) Sdn. Bhd.

3.1.5 Technological Aid

To foster deeper understanding and engagement among students, I integrated technology tools such as Padlet and e-learning. Padlet is a dynamic online platform that enables the creation and facilitation of quizzes, surveys, and discussions in a gamified setting, making learning interactive and enjoyable. However, e-learning is a compulsory platform for students to submit assignments and projects. Figure 17 shows the e-learning platform used in my course. Using Padlet, I designed quizzes and interactive activities that aligned with lecture topics. These include various formats like multiple-choice questions, true/false statements, or open-ended queries. Students can conveniently access these Padlet sessions on their devices, including laptops and smartphones, allowing for real-time participation.

4. 0 Improvement Evaluation and testimony of teaching/supervision

Student evaluations, comments, and testimonies were gathered through the e-PPP/e-PPPK system. Figure 19 illustrates the comment from my student in the Applied Thermodynamics & Heat Transfer (SEMM 2433) course. This range indicates a high level of student satisfaction, with scores above 4.0 classified as ‘very satisfied.’ The feedback received via the E-PPP/E-PPPK system and UTM E-learning predominantly reflected positive student experiences. This constructive feedback catalyzes my self-reflection, motivating me to continually refine and improve my teaching methods. Figure 21 presents detailed comment from students regarding the effectiveness of my lectures, offering valuable insights into their learning experiences in Applied Numerical Methods (SEMM 3023).

5.0 Scholarship of teaching/supervision and assessment

• In my role as the supervisor for both undergraduate (2016-present) and postgraduate (2023-current) programs in Aeronautical Engineering, I am committed to regularly disseminating information about teaching methodologies and assessment techniques to my colleagues in the Aeronautics panel. During these sessions, I provide the latest updates on course content and assessment methods. We also discuss and evaluate the effectiveness of teaching strategies that we have implemented in our courses.

Additionally, I am actively involved in promoting the Bachelor of Aeronautical Engineering to the public national and international levels. My activities aimed at enhancing awareness of the importance of aeronautical engineering in the airline and maintenance industry are depicted. These promotional efforts are not only about highlighting the field’s significance but also aimed at increasing student enrollment in the aeronautical engineering 1st bachelor’s degree program, thereby contributing to the development of future professionals in this vital sector. 

Moreover, a recent and ongoing initiative includes a collaboration between UTM and Universitas Dirgantara Marsekal Suryadarma (UNSURYA) focused on creating a proposal for an Aeronautics Program in their institution. This program is designed to deliver the program from UTM to UNSURYA. A key aspect of this collaborative effort is the development of the curriculum structure for the aeronautics program at UNSURYA. This initiative not only signifies a significant step in academic collaboration but also highlights the commitment to providing students with a comprehensive and diverse educational experience. 

In addition, I have had the honour of being appointed as a participant for the exchange program under the World Technology Universities Network (WTUN). In this capacity, I assist and guide faculty members through the intricacies of the application process, ensuring they are well-prepared and informed about the requirements and procedures for the mobility program.

6.0 Self-reflection of teaching development over time and how this relates to future (long-term) goals

Reflecting on my journey as an educator, I have transitioned from a ‘Storytelling’ approach to a ‘Slide and Talk’ style and ultimately to a ‘Student-Centred’ methodology. I firmly believe that the most effective educators teach with passion and continuously refine their preparation and adaptability. A single teaching style cannot uniformly address the diverse needs of various courses and student generations. My experience has taught me that employing varied teaching strategies, tailored to the nature of the course and the students’ backgrounds, is key to fostering proactive engagement, regardless of their learning preferences. This approach is essential for creating a meaningful learning environment.

In the current era, shaped significantly by the pandemic, adapting to online teaching environments has become crucial. Embracing this ‘new norm’ requires constant skill enhancement. The adage ‘If we teach today’s students as we taught yesterday’s, we rob them of tomorrow’ resonates deeply with me. Hence, I am committed to continuously attending workshops and innovating to meet the evolving needs of new generations, ensuring that virtual teaching is both enjoyable and impactful.

My past experiences, though challenging, have been enriching, allowing me to effectively engage with students during lectures. I aspire for my teaching philosophy to contribute to the development of engineers and professionals who are valuable assets to their professions and society. Ultimately, my love for teaching and learning fuels my dedication to this ever-evolving journey. Thus, I am blessed to be one of the recipients of Citra Karisma 2020 for the Staff Excellence Award in UTM and the Staff Excellence Award in Faculty in 2023.

Today, for my future journey as an academician, writing the research book is my passion. I am trying to write from teaching in class, convert it to a textbook, edited book and a research book. I believe that as academics our strength is in writing philosophy. Thus, in my journey until today, I have published several books, such as a textbook, ‘Basic Approach for Engineers Applied Numerical Methods’. I will continue this passion as an academician.