Teaching Portfolio

Teaching Philosophy - Dr Ujjal Ghosh
Equitable Learning
My teaching philosophy is built on the belief that every student deserves an equal chance to learn and grow.
Empowered Students
I create a learning environment where students feel safe, supported, and empowered.
Challenge and Growth
I encourage students to take on challenges and explore their full potential.
Collaboration and Critical Thinking
By promoting collaboration and critical thinking, I aim to equip students with the skills they need to succeed in their chosen fields.
Course Material
1
Interdisciplinary Examples
Incorporating interdisciplinary examples enhances student engagement and motivation.
2
Well-Curated Materials
Well-curated materials with ample problems, examples, and case studies aid in effective teaching.
3
Industrial Visits
Industrial visits bridge theoretical knowledge with real-world applications.
4
Research Insights
Integrating research insights into courses enriches learning with practical insights and contemporary advancements.
Encouraging a Seeking Mind
1
Asking the Right Questions
Chemical engineering demands applying fundamental concepts to solve problems. I encourage students to ask "Why? How? Why not?" to cultivate independent thinking and analytical reasoning.
2
Deeper Learning
This approach deepens learning, sparks creativity, and is essential for successful problem-solving.
3
Fostering Critical Thinking
To foster critical thinking, I offer challenging assignments and provide guidance to students who are struggling.
Engaging Students
1
Within Classroom
Engaging students in the classroom is vital for learning. To create a dynamic environment, I utilize thought-provoking questions, encourage open discussions, and allow for flexibility in student participation. This approach fosters a collaborative space where students feel empowered to contribute.
2
Outside Classroom
Engaging with students outside the classroom is equally important. I offer dedicated consultation slots and office hours, maintain an open-door policy, and welcome informal discussions during transitions. This ensures that students have access to individual support and guidance.
Use of Technology
Aspen Software
In my teaching at Qatar University, I used Aspen software for a mini-project in Mass Transfer II, which provided students with hands-on experience applying theoretical concepts.
Virtual Refinery
At Curtin University, I utilized a Virtual Refinery package for teaching Petroleum Processing, enabling students to explore real-world scenarios in an immersive learning environment.
Online Platforms
I have employed platforms like ZOOM for online quizzes and assessments, as well as interactive whiteboards to enhance lecture delivery and foster collaboration.
Integrating technology seamlessly into my teaching philosophy aims to cultivate students' digital literacy and equip them with the necessary skills for success in the 21st-century workplace.
Fostering Students’ Skill Development
Technical Skills
Successful chemical engineers require a diverse skillset, encompassing both technical and soft skills. To cultivate these skills, I provide challenging assignments, offer guidance to struggling students, and encourage them to apply their knowledge through hands-on experiences.
Hands-On Learning
In my Mass Transfer II course, I utilize Aspen software for a mini-project, allowing students to apply theoretical concepts in a practical setting. At Curtin University, I utilize a Virtual Refinery package for teaching Petroleum Processing, immersing students in real-world scenarios.
Soft Skills
In addition to technical skills, I encourage the development of soft skills through group projects, presentations, and participation in extracurricular activities like Chem-e-car or Solar Decathlon competitions.
Communication with Students
1
Email Updates
I provide regular email updates through the university's system. These emails include information about topics covered, their alignment with learning outcomes, solved problems, and upcoming assessments.
2
Clarify During Lectures
I address any questions students may have during lectures.
3
Open-Door Policy
I maintain an open-door policy for students, encouraging them to come to me with concerns or questions.
4
Dedicated Consultation
I foster a collaborative learning environment where students can seek support and guidance. I offer dedicated consultation slots and office hours for individual discussions and feedback.
Feedback to Students
Assignment Feedback
I provide detailed feedback on assignments, quizzes, and exams, aiming to help students identify their strengths and weaknesses. For example, I give feedback on students' Aspen software mini-projects in Mass Transfer II.
Individualized Feedback
I offer individualized feedback during office hours to address specific questions and concerns.
Student Feedback
I encourage students to provide feedback on the course, using both the university's evaluation system and ongoing informal methods. This feedback helps me to improve the course for future students by revising the syllabus, updating materials, and adapting delivery.
Assessment Design
1
Alignment with Teaching Philosophy
My assessment design aligns with my teaching philosophy, focusing on student success. Each assessment is designed to align with the course objectives and considers the expected level of knowledge and skills.
2
Real-World Application
In Mass Transfer II, assessments include individual and group projects that utilize Aspen software to apply theoretical concepts in a real-world setting.
3
Immersive Learning
In my Petroleum Processing course at Curtin University, the Virtual Refinery package is integrated into assessments, allowing students to immerse themselves in real-world scenarios and develop critical thinking and problem-solving skills.
4
Collaborative Learning
I offer individual and group projects to foster collaboration and teamwork skills, and I provide timely and detailed feedback on assignments, quizzes, and exams.
5
Continuous Improvement
I encourage student feedback to continually improve my teaching methods and assessment designs.
Summary of Teaching Experience
1
Indian Institute of Technology, Kharagpur, India (2004-2007)
Served as a laboratory demonstrator and grader for courses in Petroleum, Reaction Engineering, Membrane Separation, and Fuel.
2
University of Melbourne, Australia (2007-2010)
Worked as a laboratory demonstrator for the Separation Process Laboratory.
3
Curtin University, Miri, Sarawak, Malaysia (2010-2014)
Instructed courses in Chemical Reaction Engineering, Advanced Separation Processes, Process Heat Transfer, Petroleum Processing, Advanced Heat & Mass Transfer, Process Laboratory, Advanced Particle Technology, Process Plant Engineering, and Design Project.
4
Hebei University of Science & Technology, Shijiazhuang, Hebei, China (2012)
Instructed Chemical Reaction Engineering.
5
Qatar University, Doha, Qatar (2014-2018)
Taught courses in Mass Transfer, Reaction Engineering, Fluid Mechanics, Chemical Engineering Thermodynamics, and Plant Design.
6
ORB Cleantech Inc, Kolkata, India (2018-Present)
Instructor for courses in Reaction Engineering, Fluid Mechanics, Chemical Engineering Thermodynamics, Mass Transfer, Process Control, Carbon Capture, Storage and Utilization, Hydrogen technology, and Renewable Energy Systems.