Teaching Philosophy
Personal and Professional Mission Statement – To engage my students’ minds with regards to Professional, Military and Engineering matters by providing high quality, current, technologically-enhanced instruction with a view to encouraging them to buy into the value of their education. This is accomplished (hopefully) through leading by example, taking a hands-on approach to education& personal growth while balancing the aims of accreditation, student learning and the vision of RMC, the Canadian Armed Forces and the Department of National Defence.
The development of an RMC graduate is supported primarily by four distinct pillars: Academic, Military, Athletics and Bilingualism. As such, my continuous involvement in student-oriented initiatives related to these four areas is paramount. I believe that a university degree encompasses more than classroom calculations and that the students must be exposed to and shown the relevance of their degree as much as possible. Being a Professional Engineer, I also believe in another major pillar entitled Professionalism.
Contributions to Teaching Pedagogy. My teaching philosophy is outcomes based as it aims to set the right conditions for a successful career (military or industry) for each and every one of my students. My teaching design stems from an in-depth understanding of my students’ unique needs as Officer Cadets and future engineering professionals. I use lessons learned from my experiences as a Military Engineering Officer and practicing Professional Engineer with a view to engaging the students’ interest in problem solving activities and critical analysis associated with engineering design. My lesson plans incorporate a variety of technology-enhanced methods (use of learning management systems such as Moodle, on-line tutorials and resources etc.), student-led seminars and hands-on laboratories and field exercises. Ongoing opportunities inside and outside of the classroom are also offered to the students in order to improve and develop their communication and teamwork skills. The results, I must say have been encouraging. Based on my keen interest in education, I have also published on Engineering Education and have presented selected components of state-of-the-art teaching technologies that have been applied in my lectures. My suite of student learning assessment tools includes use of Rubrics for evaluating student presentations, written engineering reports, and teamwork in field exercises. As a result of my noted performance in teaching and use of innovative and modern techniques in the classroom, I have been asked to be a member (only 1 of 4) of the Technological& Pedagogical Innovations Steering Committee by the Vice Principal Academic at RMC.
Personal and Professional Mission Statement – To engage my students’ minds with regards to Professional, Military and Engineering matters by providing high quality, current, technologically-enhanced instruction with a view to encouraging them to buy into the value of their education. This is accomplished (hopefully) through leading by example, taking a hands-on approach to education& personal growth while balancing the aims of accreditation, student learning and the vision of RMC, the Canadian Armed Forces and the Department of National Defence.
The development of an RMC graduate is supported primarily by four distinct pillars: Academic, Military, Athletics and Bilingualism. As such, my continuous involvement in student-oriented initiatives related to these four areas is paramount. I believe that a university degree encompasses more than classroom calculations and that the students must be exposed to and shown the relevance of their degree as much as possible. Being a Professional Engineer, I also believe in another major pillar entitled Professionalism.
Contributions to Teaching Pedagogy. My teaching philosophy is outcomes based as it aims to set the right conditions for a successful career (military or industry) for each and every one of my students. My teaching design stems from an in-depth understanding of my students’ unique needs as Officer Cadets and future engineering professionals. I use lessons learned from my experiences as a Military Engineering Officer and practicing Professional Engineer with a view to engaging the students’ interest in problem solving activities and critical analysis associated with engineering design. My lesson plans incorporate a variety of technology-enhanced methods (use of learning management systems such as Moodle, on-line tutorials and resources etc.), student-led seminars and hands-on laboratories and field exercises. Ongoing opportunities inside and outside of the classroom are also offered to the students in order to improve and develop their communication and teamwork skills. The results, I must say have been encouraging. Based on my keen interest in education, I have also published on Engineering Education and have presented selected components of state-of-the-art teaching technologies that have been applied in my lectures. My suite of student learning assessment tools includes use of Rubrics for evaluating student presentations, written engineering reports, and teamwork in field exercises. As a result of my noted performance in teaching and use of innovative and modern techniques in the classroom, I have been asked to be a member (only 1 of 4) of the Technological& Pedagogical Innovations Steering Committee by the Vice Principal Academic at RMC.
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Undergraduate Courses
Royal Military College of Canada - Civil Engineering Department
2014- CEE 387 – Highway Design
2009- CEE 360A – Geomatics I
2009-2010 GCF 360A – Géomatique I
2009-2010 CEE 362B – Geomatics II
2009-2010 GCF 362B – Géomatique II
2009- CEE 363B – Survey Field School
2009- GCF 363B – Camp d’arpentage
2005-2009 GEE 231B – Introduction to Mechanics of Materials
2001-2012 GEE 235B – Introduction to Earth Sciences
2000-2004 CEE 393 – Civil Engineering Field Project
2000-2006 CEE 317A – Civil Engineering Analysis I
2000-2008 CEE 355A / CEE 455A – Soil Mechanics
2000 CEE457B – Foundations, Earthworks and Slope Stability
2000- CEE 493 – Civil Engineering Project
2000-2005 MOB 100 – Trafficability Module to School of Applied Military Science
Contributions
2003, 2005 CEE 485B – Sanitary and Environmental Engineering
2005-2009 CEE 385A – Introduction to Environmental Engineering
2000- CEE 493 – Civil Engineering Project – Including Third Year Field Project
St Lawrence College
2011- CIVL66 – Advanced Surveying in Civil Engineering
Royal Military College of Canada - Civil Engineering Department
2014- CEE 387 – Highway Design
2009- CEE 360A – Geomatics I
2009-2010 GCF 360A – Géomatique I
2009-2010 CEE 362B – Geomatics II
2009-2010 GCF 362B – Géomatique II
2009- CEE 363B – Survey Field School
2009- GCF 363B – Camp d’arpentage
2005-2009 GEE 231B – Introduction to Mechanics of Materials
2001-2012 GEE 235B – Introduction to Earth Sciences
2000-2004 CEE 393 – Civil Engineering Field Project
2000-2006 CEE 317A – Civil Engineering Analysis I
2000-2008 CEE 355A / CEE 455A – Soil Mechanics
2000 CEE457B – Foundations, Earthworks and Slope Stability
2000- CEE 493 – Civil Engineering Project
2000-2005 MOB 100 – Trafficability Module to School of Applied Military Science
Contributions
2003, 2005 CEE 485B – Sanitary and Environmental Engineering
2005-2009 CEE 385A – Introduction to Environmental Engineering
2000- CEE 493 – Civil Engineering Project – Including Third Year Field Project
St Lawrence College
2011- CIVL66 – Advanced Surveying in Civil Engineering