Course taught 

CHE 323 Chemical Engineering Thermodynamics (Fall 2021)

This is a third-year Chemical Engineering that introduces the students to the application of thermodynamics to solve Chemical Engineering problems. Thirty-six students registered for the course, and the class was taken online and in–person. I was the primary course instructor. The course is currently in progress. However, I have received a mid-term SLEQ Evaluation from the students that were included as evidence of teaching in Chapter 5.

GE 132 Engineering Drawing and Technical Communications (with St. Peters College, Fall; 2021)

This is a first-year Engineering class that focuses on introductory Engineering communication and written technical communication. I am also the primary instructor. I designed the course syllabus and curriculum. This is the first time the course will be taken at St. Peter’s College.

CHE 333 Chemical Engineering Laboratory (Winter 2019, Winter 2020)

This is a mandatory laboratory course for third-year Chemical Engineering students which is offered during the winter term. Every year, about 40 students are registered for the course. I was responsible for designing the experimental setup, facilitating the lab sessions with the students, and responding to any questions or concerns. I acted as a primary instructor in the lab. I also graded their lab manuals and provided feedback for improvement.

CHE 364 Petrochemical Engineering (Fall 2020)

This course is for third-year Chemical Engineering Students in the fall term. It covers the fundamental chemistry, reactions, and separations involved in the value-added processing of refinery products such as ethylene, sulphur, and medium heating value gas. Every year, about 40 students are enrolled for the course. I acted as a co-instructor for this course for more than 30 students enrolled in Chemical Engineering program. I was responsible for designing the course content, delivering part of the course materials, and grading students’ assignments. I also helped the students with their design projects and provided feedback when required. The course was delivered online through Zoom and WebEx due to COVID – 19 restrictions.


GE 210 Probability and Statistics (Fall 2019)

This is a one-term course offered for second-year Engineering students. The course introduces the student to descriptive statistics, probability, continuous and discrete probability distributions, hypothesis testing, and empirical models and regression. About 150 students enrolled in the class, and I acted as the primary lab instructor. Every week,  I delivered 2 hours of lectures on software for statistical analysis and basic statistics for 12 consecutive weeks. I also graded the student’s assignments and provided feedback as required.


GE 111 Engineering Problem Solving (Fall, 2018)

This is a one-term course offered for first-year Engineering students. The course provides an overview of different methods and computer applications to solve engineering problems. I was a lab facilitator for the 12 weeks course for more than 300 students. I delivered a 2-hour lab every week on how to use Excel and MATLAB to solve engineering problems.


University of Saskatchewan: Teaching Assistant Experiences


GPS 960 Introduction to Ethics and Integrity (Fall, 2019; Winter, 2020; Summer, 2020; Spring, 2020; Fall, 2020; Winter, 2021)

GPS 960 is a mandatory self–paced online course for all first-year graduate students at the University of Saskatchewan. The course aims to discuss all the ethical issues that graduate students may face during their time at the University. The course content included academic integrity, professional relationship, research integrity, and intellectual property.

The course was offered every term for new graduate students: every term, about 300 students from different departments registered for the course. I was responsible for grading their assignments and providing feedback, and responding to any questions or challenges. I also respond to emails regarding the course materials.

University of Saskatchewan: Workshop Experiences

I joined the University of Saskatchewan peer mentorship program to continue my teaching progression and to improve my public speaking skills. At the same time, the program provided an opportunity to deliver graduate-level workshops. I was exposed to a teaching model known as the BOPPPS teaching model during the peer mentorship program. Not only did this model advance my teaching skills, but it also provided a platform for reflections and sending /receiving feedback.  Since then, I have adopted the BOPPPS teaching model during my workshop, teaching, and presentations. I have delivered several 90 minutes of graduate and undergraduate level presentations as outlined below:


·         Online research meetings, as part of the Graduate students COVID – 19 Transition workshop (October 2020).

·         What to do with your time in lockdown, as part of the Graduate students COVID – 19 Transition workshop (September 2020).

·         Managing Research Disruptions as a part of the Graduate COVID – 19 Transition workshop (November 2019).

·         Procrastination is a grad class and invited workshop to first-year Mechanical Engineering students (March 2019).

·         Grading problem sets and Labs as Part of TA success day TA (January 2019)

·         Grading problem sets and Labs as Part of TA success day TA (September 2019 (Co-facilitated with Ryan Banow)

·         Introduction to Publishing Your Research in Graduate School as part of the Graduate students’ workshop (September 2019).

·         Managing your time in Graduate school as part of the Graduate students’ workshop (September 2019).


Tallinn University of Technology, Estonia: Teaching Responsibilities (Course facilitator and Lab Instructor)


EMU 100 - Energy from Agriculture (Winter, 2017)

EMU 100 is a second-year graduate-level course jointly delivered by Tallinn University of Technology and Estonian University of Life Sciences. Fifteen graduate students from Materials Science Department registered for the course each term. The lesson presents how energy could be harnessed from agricultural practices to prevent global warming. I acted as the co-instructor in the classroom and field trip coordinator. I delivered 2 hours class every week for 10 consecutive weeks.


Transferrable skills Instructor (Fall 2016, Winter 2017)

This is an optional class for students interested in improving their research skills. I acted as the instructor and organized 1-hour weekly class on citation software to reference articles/thesis, review article writing, resource research materials, and analyze tests data.


Michael Okpara University of Agriculture: Teaching Responsibilities


CHE 422 Heat and Mass Transfer

This is a 12 – week term course for 4th-year Chemical Engineering students. The course included two 60 – minutes classes per week, and 70 students registered for the course.  The basic principles and design of heat exchangers, together with the working principles, were outlined in the course. I was responsible for teaching the first seven weeks of the course. I also introduced the students to a computer-aided tool for designing a shell and tube heat exchanger.

 ENG 111 Engineering Mechanics

ENG 111 is a first-year Engineering class. Close to 700 Engineering students registered for the class. The course included 90 – minutes classes per week for 12 weeks and 2-hour weekly lab sessions. I was responsible for coordinating and facilitating the lab sessions.

  Workshop delivered at other Universities 

·         Biomass from Biowaste, presented at the Estonian GreenTech workshop series, 2016.

·         How to use referencing software Mendeley (University of Tartu workshop).

·         Computer Applications in Chemical Engineering workshop (Michael Okpara University of Agriculture, Nigeria)

 Curriculum Development Experiences

 Course Design

1.  Introduction to Design of Experiments for Engineers (Published online Summer 2021): I recently developed this course after a year of hard work. The course will be published as open-source in the summer. I was responsible for organizing the contents, designing the course materials, recording the videos, and preparing structured examination questions. The course was self-structured and self-directed, aimed at helping each student learn at their own pace.


2.  Use of Excel and SPSS for introductory statistics and research (Tallinn University of Technology): With help from library staff at Tallinn University of Technology, I developed a library course curriculum for introducing graduate students to the research world.


3.      CHE422, Heat and Mass transfer: I developed the course curriculum for the heat and mass transfer course with Professor Kayode Adekunle at Michael Okpara University. I was responsible for developing the class materials, the laboratory manual, and the self-directed questions.


University of Oklahoma: Teaching Responsibilities