Teaching Experience

Software engineering and Algorithms, University of Oxford – Department of Engineering – Paper B16

Teaching software engineering in Oxford’s tutorial format

This paper (module) consisted of 2 parts, : Software Design in C/C++ and Algorithms and Data Structures. I was teaching using the Oxford Tutorial system, a series of intense small group classes exploring and developing on problem sheets the students would be completed in the week before our tutorials.

With the students, I covered topics such as:

  • Programming in C++
  • Object oriented programming
  • Modularity and abstraction
  • Software design
  • Flow, scope, variables, stack, and heap
  • Common data structures
  • Complexity and big O/Ω/Θ notation
  • Pathfinding algorithms

Advance HE Logo

Advance HE Associate Fellowship (AFHEA) and Advanced Teaching and Learning Programme

Completing the Advanced Teaching and Learning Programme, resulting in Advance HE Associate Fellowship

Attending a series of Lectures/Classes learning about pedogeological theories and exploring how they can be used in my teaching.

The programme, delivered by the University of Oxford’s Center for Teaching and Learning, provided teaching on pedigological aproaches and supported reflective-practice, improving my teaching and resulting in Advance HE Associate fellowship.

Instruction was mainly delivered via a series of workshops, the workshops covered:

  • Modes of asessment
  • Theories of Teaching and Learning
  • Lesson design
  • Feedback to students
  • Evaluation of teaching
  • Reflective practice
  • Continuing Professional Development

Following the workshops I then compiled a portfolio demonstrating how my skillset alligns with the professional standards framework (2011 version) for consideration for Associate Fellowship of Advance HE.

For the portfolio I developed my teaching philosophy, idetnifying the values and practices that inform my aproach to teaching. I also reflected on my delivery of a teaching interaction (Vice chancellor’s colloquium class 2) exploring both the planning and how it went on the day, joining together my own reflecitons with student evaluation and peer observation. I also collected statments of authenitcation of my teaching practice from more exerianced collegues who were familiar with my teaching. The final part of my portfolio was my planning for continued professional development of my teaching.

I gained fascinating insights through exploring the topics with my interdisciplinary colleges at Merton college.
In addition to conversations with other scientists I had many discussions about pedagogy and the role of technology in learning, with a French literature Scholar, and discussed teaching philog

2nd Year computer science industrial group project

Supervising, Teaching, and Marking an industrially partnered group project exploring the use of software engineering good practice.

I was the internal supervisor for a team of 2nd year computer science students compleating a 3 month long software development project for their industrial client Kuehne + Nagel.
Kuehne + Nagel tasked the students with developing hotdesking booking software.
My duties were to support and mentor the students through their project and their interactions with their external supervisor (client).
Additionally I was responseble for evaluating the student’s performance ont he project drawing on my observations of the team meetings, 1:1s, and their final reports.

The Vice-Chancellor's Colloquium on Climate

VCC

Interdisciplinary teaching for future leaders on the climate crisis.

Innovating a new approach to interdisciplinary undergraduate education, bringing together students from all departments to learn together and develop the skills required to lead the response to the climate crisis.

I taught: Moddeling, Statistical Literacy, Cusation/Corrolation, and Design thinking to students from across the universities’s departments. I shared a class with my co-facilitator, a theologan, who taught media literacy/effective climate communication, and models of ethical decisionmaking.

Data Visualisation

Teaching effective approaches to data Visualisation.

I taught data visualisation, a class of ~15 computer science students. Each week I started by exploring a real-world example of data visualisation from the news and explored how the students would approach the same data visualisation problem. In the classes I taught about both theoretical approaches to communicating data visually, and practical coding problems using the D3 JavaScript library.

DTC

Teaching PhD students to code.

Over several years, I have worked on the MPLS DTC Introduction to Programming and Software Engineering modules.
The introduction to programming module focused on introducing life scientists to programming in python.
The software engineering module taught scientists with programming experience, about good practice in developing reliable, reusable open-source software.

University of Reading Logo

Interdisciplinary System Design BI2SM17

Engineers and Zoologists learning together

This innovative module paired biomedical engineering students learning System design, with Zoologists studying animal behaviour. The engineers designed and developed and provided support for the experimental equipment the zoologists required for their fieldwork on campus.

This was my first time teaching in Higher Education. In preparation for the lab sessions, I developed an example code/hardware solution as a safety net for the engineers to ensure the zoologists were not blocked from completing their projects. In the lab sessions, my focus was on supporting the engineering students with development of their hardware and software solutions, but I also supported the engineering students to develop their client communication skills.

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