TEACHING PORTFOLIO

DR SOPHAN WAHYUDI BIN NAWAWI

Control and Mechatronics Engineering Department

Faculty of Electrical Engineering (FKE)
Universiti Teknologi Malaysia
81310 UTM Johor Bahru, Johor, MALAYSIA

Official web: http://sophan.fke.utm.my

TABLE OF CONTENTS
 Teaching responsibilities and Strategies
 Teaching Philosophy
 Description of Courses
 Teaching Evaluations
 Effort to Improve Teaching
 Teaching Goals
 Other Responsibilities That Help Teaching

TEACHING RESPONSIBILITIES AND STRATEGIES

My teaching responsibilities are focused on the undergraduate courses. I
have taught Instrumentation & Measurement, Basic Electrical Engineering,
Basic Control Theory, Electronics for non-electrical engineer (service to
FKM), Electronics for non-electrical engineer (service to FP), Circuit Theory,
Control Modeling & Simulation, Industrial Control Technology, Modern
Control and PLC and SCADA System Design. All academic tasks include

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laboratories supervision also important. Thus the experience supervised
laboratories give me opportunities to show to my students the aspect of
real implementation and some hands on experiences. The laboratories
involved are Digital Electronics Laboratory, Basic Electronics Laboratory,
Instrumentation Laboratory, Control 1 Laboratory, Applied Control
Laboratory (formerly known as Control 2 Laboratory), Process Control
Laboratory, Robotic Laboratory, Mechatronics Laboratory and Problem
Based Learning Laboratory. Besides that, I also teach the off campus class
(SPACE) to help faculty and improve my knowledge by extra preparing to
handle the off campus students.

Four Masters and Four PhD students have been under my supervision
including as a co-supervisor. Three of my PhD students and three of my
Masters students have been graduated. Currently I have one PhD and one
Master by research ongoing. I have also supervised 25 undergraduate
students for their Final Year Project and successfully graduated.

I use predominantly a traditional lecture approach in my university

classes. I strive to be as prepared as possible so that the goal of the class
and the course is always achieved. This is accomplished by knowing the
subject area and find the best solution on how to present each topic. I will
spend at least two hours before entering my class to revise, prepare and
update with latest knowledge or technology for specific topics.

TEACHING PHILOSOPHY
My main goal is to train students to enable them to succeed in the field of
electrical engineering. My philosophy of teaching is something which has
evolved over time. Many components have been consistently a part of this
pragmatic philosophy. I believe that to be a good teacher, one should:

1. Have a thorough knowledge of the subject area.

You cannot teach something well unless you know it well. A thorough
knowledge and experience as an electronic engineer (although I only
have chance to work about 3 months after finishing my undergraduate
studies in 1999) allows me to see and make connections between real
experiences and show these connections to the students.

2. Make the course interesting for others so that they are more
likely to learn it.

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 You must be able to communicate your love of your area, and you
must strive to engage your students. Genuine enthusiasm for your
course can be infectious. To keep my students interested, I use
various teaching strategies such as utilize all teaching aids (power
point, whiteboard and simulation tools) so the class remains fresh and
involved.

3. Be well prepared.
A conscientious teacher should be well-prepared. Course syllabi and
lectures should be created with clear objectives in mind. At the same
time, a good teacher needs to be flexible enough to change the pace
of a course and be willing to entertain, in detail, ideas or questions
which arise spontaneously in the classroom. I also not hesitate to ask
senior lecturers in case I have any problem in certain topics of the
course.

4. Make the classroom a friendly, nonthreatening learning

environment.
I believe that a friendly, nonthreatening classroom maximizes the
possibility for real learning to take place. I make it clear from the first
day that asking questions is a welcome and imperative part of the
learning process. I encourage them to visit my office as often as
necessary and willing to share my mobile phone in case they want to
contact me if necessary.

5. Understand that learning is an active experience.

Students need to be active, not passive, participants in the adventure
of learning. I always ask the students what they have learnt in the
previous class, and let them throw the key points. By remembering
the student’s name is also one of my approaches to make sure that
students feel that they are involved in the class. Using an e-learning is
also help students to interact actively with me.

DESCRIPTION OF COURSES

At a glance, the characteristics of most courses that I have been taught are
as follows:
Three hour lecture course per week
Required for all majoring of electrical engineering program
Responsibilities include selecting the textbook, creating the syllabus,
preparing lectures, readiness assessment tests, study guides, exams
and additional examples to supplement homework problems.
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 Since the program is accredited by EAC, most of Course outlines
explain the mapping of the Course outcomes with the Program
outcomes.

Following are summary of some courses which have been taught since I
start my carrier as a lecturer.

 SEE2123 – INSTRUMENTATION AND MEASUREMENT

.

 SEE2003 – BASIC ELECTRICAL ENGINEERING

This course introduces students to some major views and theories in
amplifiers and its application. It will examine some key issues in basic
definition, construction of analogue amplifiers, operational amplifiers and
analogue system with special focus on analysis of transistor amplifiers
through small signal equivalent circuits. The course will also provide
practice in carrying out a computer simulation and modeling of the
amplifier’s circuits using PSPICE or MultiSim software. At the end of the
course, the students should be able to apply the theory and be familiar with
the parameters and characteristics used to design BJT and FET amplifiers
as well as describing operational amplifier performance and applications.
Students should be able to recognize and categorize different feedback
topologies and do simple analysis on them.

 SEE3112 – BASIC CONTROL THEORY

 SEU3003 – ELECTRONICS (SERVICE TO OTHER FACULTIES)

This course introduces students to some topics in analog electronics.
Students will be exposed to electronic devices, their behaviours and their
circuit applications. Students also will be taught on how to analyse the DC
and AC circuits. This course covers semiconductor devices, pn junction
diode, Zener Diode, Rectifier, Transistor(BJT and MOSFET) and Operational
Amplifiers.

 SEE1023 – CIRCUIT THEORY

This course introduces students to the basic laws, theorems and methods
of DC and AC circuit analysis such as Ohms law, Kirchhoff Current and
Voltage Laws, Thevenin and Norton theorems, mesh and nodal analysis.
Based on these, the students are expected to be able to solve for variables
in any given DC and AC electric circuits. The course also provides the
student with the basic understanding of operational amplifiers (op-amp)
and how nodal analysis can be applied to various types of ideal op-amp

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circuits. With the knowledge learned, the student would be able to apply
the basic laws, theorem and methods of analysis for solving completely
with confidence various problem in circuit analysis.

 SEE2123 – CONTROL: MODELING AND SIMULATION

 SEE4113 – MODERN CONTROL

 SEE4133 – PLC AND SCADA SYSTEM DESIGN

.

TEACHING EVALUATIONS

To evaluate and improve my teaching in future, I believe that Students

Evaluation of Teaching System Online (e-ppp) is one of the methods to
reflect my teaching. Besides that, the End of Course Survey is also helpful
to determine whether students are really understood what they have
learnt. Following are overall performance of my score which have been
extracted from e-ppp website. These data are from 2010 since I have
graduated my PhD.

COURSE SESSION/ MY FACULTY UNIVERSITY RANK

CODE SEMESTER MEAN MEAN MEAN
SEE2113 20092010/02 4.66 4.40 4.39 P5
SEE2113 20102011/01 4.39 4.36 4.34 P3
SEE4133 20102011/02 4.73 4.38 4.40 P5
SEE4113 20112012/01 4.44 4.35 4.37 P3
SEE4133 20112012/02 4.77 4.42 4.41 P5
SEE4113 20122013/01 4.45 4.40 4.40 P3
SEE4133 20122013/02 4.78 4.41 4.43 P5
SEE3133 20132014/01 4.55 4.43 4.45 P3
SEE4133 20132014/02 4.62 4.49 4.48 P4
SKEI4313 20142015/01 4.63 4.52 4.47 P4
SKEU2012 20142015/02 4.32 4.56 4.52 P1
SKEI4313 20162017/01 4.81 4.54 4.48 P5

From the table, students are really satisfied with my teaching because my
score mean is above than faculty and university mean for all courses
except for the semester 20142015/02 which is my first teaching class after

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I finished my industrial training. Although for almost every semester I get
the positive comments and feedbacks, I will always keep this momentum to
make sure my teaching is always have improvement because I believe that
students are deserved to get excellent service from me as a lecturer since
they all are customers.

Some of the comments made by student in my classes (directly from e-

ppp) are as follows:

1. Good lecturer.
2. KEEP IT UP
3. thank u DR
4. Thank you very much!!
5. good
6. Thank you Dr., I have learned and gained a lot throughout the lecture sessions
with you this semester.
7. Goo

EFFORT TO IMPROVE TEACHING

I believe that students change through the times and educators have to
cater new teaching methods and strategies to meet the changes. Therefore,
I always take opportunity to attend any related courses that can improve my
teaching style, methods and strategies. Besides attending the courses, I also
take initiative to learn from the Professor or Senior lecturers by attending
their classes. Following are some related courses in teaching that I have
attended since I joined UTM and I believe these courses are really reflects to
my current carrier as a lecturer.

 Bengkel Penulisan Proposal CBPR –Low Hanging Fruit Projects Institut

Inovasi Strategik Johor, May 2016
 Kursus “ Journal Publication Seminpar 2012”, Dewan CTL, UTM 15
May 2012
 Kursus Kaedah Penyelidikan, UTM 2000
 Kursus Pembinaan dan Penilaian Item Ujian/Soalan Peperiksaan, UTM
2002
 Kursus Pengurusan Sistem Latihan Industri dalam Talian 2012.
 Kursus Adult Learning Dewan Alumni UTM 2010
 Agilent-MDeC Train the Trainer Program 22- 26 October 2010
 Kursus Penasihatan Akademik 2003
 Kursus/Bengkel “Instructional English in Engineering”, FKE UTM 2004
 Program syarahan perdana professor “Intelligent Multi-robot Cooperation
and Human Robot Interactive” 2005

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 Bengkel Pemurnian Kurikulum dan Silibus Kursus Program SKEI,
Desaru Johor, 2012

Since the Outcomes Based Education (OBE) is very new for me when I
finished my PhD, I put my effort to understand the OBE by attending lot of
courses on the OBE. I believe the courses are really essentials in order to
understand the implementation. Instead of that, the CDIO workshop is also
a good course in order to implement new framework to overcome the
complex engineering problem in Program Outcomes. The courses are:

 Kursus OBE Penyediaan CRR dan PRR online. Makmal Komputer CTL,
UTM Julai 2012
 Kursus Cooperative and Active Learning 2009
 Kursus Concieve, Design, Implement and Operate (CDIO) 2012
 Bengkel “PBL for Lab” FKE, UTM 2012.

Due to requirement of EAC accreditation that few staff should have a

Professional Engineer or at least Charted Engineer in a program, I believe I
can support the faculty and university by enhancing my knowledge towards
getting the Professional Engineer title by attending related courses which
will keep me on the right track. The courses are:

 Kursus Safety and Health by IEM 2011

 Kursus Electrical Power-Protection by IEM 2011
 Kursus Engineering Management & Practice by IEM 2012
 Kursus Code of Ethic by IEM 2012

TEACHING GOALS

My immediate goal is to work on updating the technology with industrial

partners. Their expert will give advantages to all students before they
complete their first degree.

My long-term goal is to collaborated with multinational company and do the

transfer knowledge between the university and industry.

In term of my teaching performance, I would love if my course materials

reviewed by colleagues. My fellow department members are great
resource; I will seek their professional views on my syllabi, exams, and
projects. My course materials should improve with the extra input of my

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peers. I also will keep attending relevant courses in teaching to maintain
my performance.

OTHER RESPONSIBILITIES THAT HELP TEACHING

Being a Head of Control Laboratory in 2011 help me enhance my

knowledge especially on the Laboratory Experiment Design. I am also
involved in EAC documentation preparation and through EAC audits
exercise I learn lots of OBE implementation and complex engineering
issues. Other past responsibilities that improve my carrier as a lecturer are
being a Industrial Training coordinator, and PLC and SCADA System Design
Coordinator.