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Hammad
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- Response 1h
L868/hr
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- Maths
- Algebra
- Physics
- Trigonometry
- Algorithms
- Electrochemistry
PhD degree in Engineering & Working as Lecturer/senior researcher in the UK University. I can teach maths and physics from school up to the university level.
- Maths
- Algebra
- Physics
- Trigonometry
- Algorithms
- Electrochemistry
Lesson location
About Hammad
Qualifications
PhD Materials and Manufacturing Engineering (Jan 2013 – Jan 2016, Bournemouth University UK)
MSc Mechatronics Engineering (Aug 2009 – June 2011, Jonkoping University Sweden)
BSc Mechatronics Engineering (Aug 2004 – Aug 2008, University of Engineering and Technology Taxila Pakistan)
About
Dr Hammad is currently working on EU-backed low-carbon energy storage initiative (ERDF) funded project (Smart Energy Storage Solutions). The project is a part of Centre for Automotive and Power Systems Engineering (CAPSE) in Faculty of Engineering and Computing in University of South Wales.
Previously Dr Hammad worked as Post Doc in Bournemouth University UK for 3 years in the area of Tribology and Fatigue after his finishing PhD entitled “in-situ corrosion health monitoring and prediction in military vehicles” from Bournemouth in Jan 2016. He has got 10 years of extensive experience in both R&D Industry and Higher Education.
Experience
Sess Research Fellow / Engineer (Electrical Grid), University of South Wales UK
09/2018 – Present
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Post Doc, Bournemouth University, UK
01/2016 – 08/2018
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Research Assistant, Bournemouth University UK
12/2012- 01/2016
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Lecturer, Faculty of Design & Engineering, COMSATS University (CU), Pakistan
06/2011-12/2012
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Design and Development Engineer, ABB Group – Automation and Power, Technologies, Sweden
10/2009 – 06/2011
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Government Research Laboratory Pakistan (Strategic), Pakistan
09/2007 – 06/2009
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Trainee Engineer (UG Placement), KSOFT Pakistan
02/2007 – 03/2008
Responsibilities
PROFESSIONAL PRACTICE:
Experience in Developing Learning Techniques for Students Engaged in Cross Disciplinary Education Environment (The Tank Museum project): During my PhD and now Post Doc, I assisted to facilitate enhanced learning experience while working within a cross disciplinary area. Design Engineering BU students are able to work on projects at the Tank Museum to understand corrosion problems in large vehicles which have significant historic value and cultural biography. Design Engineering undergraduate students have published journal and reputable conference papers as co-creation co-production activity. Design methods and projects, design engineering level 4 unit (40 credits) includes relevant theory and a final live project (50 % of the course work) with the Tank Museum.
Experience in Engagement with industry at Bournemouth University: As a Post doc, I have participated with Prof Zulfiqar Khan (BU) in developing strong international collaborations that have led to joint journal & conference publications, joint proposals and bidding. I participated in the development of two invited proposals. I have worked in strengthening BU and stakeholders partnerships. During my PhD and the current post Doc I had the opportunity to work in close collaboration with our external stakeholders that include important industries and community groups. I have also learnt the mechanisms both BU and external for bidding process, I have worked closely with Prof Zulfiqar Khan to understand the significance of applied research, within the context of BU and REF. I have also reasonable experience of working on impact case studies and fully understand the importance of evidence based impact tracking.
Experience in Innovative Teaching: I became a part of BU academic circle in Jan 2013 where apart from my PhD and Post-Doc research, I was able to assist in teaching and sometimes did full time teaching. Teaching at BU gave me the experience of conducting research informed teaching. This involved conducting field trips to study various design elements or developing laboratory skills in measuring levels of structural strength, for example. I also worked with the undergraduate students in writing research papers, some of which also got published in reputable journals.
ADMINISTRATIVE EXPERIENCE:
Course leader of Design & Engineering, Comsats University, Sept. 2011- Aug. 2012. Primary responsibilities were: providing visionary leadership; advancing professional development of faculty, staff and students; encouraging excellence and innovation in research, teaching, and service; chairing the curriculum development committee, participating in various planning and social committees, and fostering productive interdisciplinary relationships with a variety of entities across the university community.
Laboratory administrator of Energy Research and Development Center, Comsats University, Oct. 2011 – Dec. 2012. Duties included: managing the daily activities of the Lab, developing the strategic plan and budget, fostering the development of research initiatives and projects.
Experience in Fusion and Values: During my stay in Comsats, I made key contributions towards Vision 2020 of Comsats university. I contributed in developing specific goals and objectives outlined for the next 15 years, including major areas of academic growth, expansion and specialization, faculty/staff development and industrial & international linkages. Therefore I believe that the combination had put me in the right position to make significant, tangible, novel and impact bearing contributions to FUSION (education + research + professional practice)
Experience in Knowledge Transfer Partnerships (KTP): I organised external lectures for designl engineering students for Annual Year 2011-2012 and in the past, these were free of cost delivered by IBM Pakistan. The integration of commercialization issues are an important aspect, therefore, I organised an external lecture in commercialization within the context of embedded design engineering. There is also growing need for the understanding of the importance of enterprise activity and various modes through which students could be engaged. Therefore, I also organised a lecture based on the topic “Knowledge Transfer Partnerships and it mechanisms”. Students had very positive feedback about external lectures and wished that these should continue.
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About the lesson
- Primary
- Lower Secondary
- Senior Secondary
- +5
levels :
Primary
Lower Secondary
Senior Secondary
Post Secondary Education
Adult Education
Bachelor's Degree
Master's Degree
Doctorate
- English
All languages in which the lesson is available :
English
My teaching style is "Research-Informed Teaching"
During my PhD and Post-Doc I had an opportunity to participate in part-time teaching the Design Engineering Level – C – Unit in Bournemouth University. Almost seven years back, Design Engineering was purely a class taught theoretical subject. Since 2011 university introduced the research Informed teaching concept in the unit to make it more lively and interesting for students by collaborative research with the Tank Museum Bovington. In 2013 I started developing strategies for providing undergraduate students’ the opportunity to engage with the research-related topics and learn various elements of the research process e.g. literature review, producing a critical analysis, research methods. It was extremely happy moment for me when the 2013 session of Design Engineering undergraduate students published journal and reputable conference papers as co-creation co-production activity based on this activity.
Research Informed Teaching Method in 40 credit Design method Unit
It was surprising for me when I came across few students who had an extremely strong theoretical knowledge but were lacking in practical expertise. I sometimes felt that teaching should be incorporated with practical experience; otherwise HEI’s will end up producing theoreticians, which will not be good for growing industrial needs. This prompted me to work in extending our regional and international industrial collaborations. For example part of the summative assessment for the Design Engineering unit is a project relating to The Tank Museum (Bovington, Dorset). This unit has four projects. Final project (project 4, 50% of the course work) is linked to The Tank Museum.
I assisted in developing activities in this unit in following stages:
• The students select the type of historic Tank.
• The students take a personal journey of learning about the problem set
• Students discuss proposed solutions with the Tutors for support guidance, which enable them to innovate and problem solve.
How and why Research Informed Teaching was successful in supporting Design Engineering student learning
Although this activity proved very beneficial for students as they were not only learning but also practicing their knowledge. However, I felt that the research-part is still missing from the projects and students are working on their projects like case studies. To fill this gap, it was suggested to link the undergraduate projects with the PGR research. I worked on this idea . As a result, PGRs were given the opportunity to get involve with the undergraduate students’ projects. The activity helps students to learn about the degradation issues much better by working on real research problems on military tanks. The students thoroughly enjoy this approach and find the best method to understand the theory of degradation prevention and its applications.
Which elements of Core Knowledge are used?
I realised that we should keep our undergraduate projects harmonised with the current PGR research so as to get more attention from local and international industries. Every year we update the projects list by introducing latest industrial research problems . Though, research led undergraduate projects provide a great platform for learning, but we realised that unless-until we do not regularly collect the students feedback, the project outcomes are not as good as we expect. Therefore we now collect the feedback in a formal (student unit evaluation) and informal (informal discussion) to ensure the visit and associated project offer an excellent learning opportunity. I am mentoring few PGRs and helping them to get involved with undergraduates which provide opportunity for PGRs for teaching, learning and inspiring the undergraduates.
Which Professional Values were particularly relevant and why
I believe that every child can reach their learning potential, with high expectation, support, and care. I sometimes support design engineering students through booked sessions (groups and one-to-ones). I try to memorise the names of all students, which helps to embellish their self-confidence and self-respect. I respect students, each one of them, and I also admire them for their efforts to balance a complex life with studies. Each time I create a new presentation, I try to choose fonts and graphics that will help the students especially with disabilities to make the best of it. I also keep in consideration during my teaching that what if some learners are quicker to follow and learn than others.
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Rates
Rate
- L868
Pack prices
- 5h: L4340
- 10h: L8680
online
- L868/h
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