TEACHING STYLE:
My teaching style is influenced by my personal experience as a student and a lecturer, as well as the challenges of a rapidly changing field of software engineering (SE). My teaching style mainly focuses on student-centred learning, where I encourage students to share their own knowledge, industrial experiences (if any), and thoughts to learn different information and engage themselves.
SE COURSE ASSESSMENT:
To provide hands-on experience and give students a chance to practise the concept, I design each subsequent project assignment with different stages of software development, including the requirement, design, implementation, testing, and deployment. Such format allowed the students to apply better concept from theory to implementation of industrial projects, hence gaining a deeper understanding before continuing to expand on and apply related lessons in later chapters.
TEACHING COURSES:
I have taught a variety of software engineering courses for postgraduate such as software engineering for professional practices, research methodology and project proposal, software process improvement and control, architecting software systems, framework based web development. For undergraduate such as software configuration management, software quality assurance, software engineering, and software evolution and maintenance.
SUPERVISION:Our research team mottos are "great mind discuss ideas" and "all of us are better than any of us".
Currently, I am supervising four master's and six PhD students. I work with my students based on a research plan that consists of five phases. The first phase is selecting a suitable research domain. The second phase involves formulating a solid problem statement and identifying the research gap. The third phase involves discussing the relevant approaches to address their research problem and gab. The fourth phase is performing an empirical study and results analysis. The final phase is thesis writing and publication.
Brainstorming sessions involve all my research students are conducted on regular biases to closely monitor students’ progress and ensure that they are on the right track. Based on my experience in supervision, the most essential skill that an advisor must possess is the capability to achieve a proper balance between assisting students in making the best decisions along their research journey while also providing them with sufficient freedom and encouragement to conduct their own research.
I will be glad to advise or co-advise research students within my research interests.