During my PhD studies at University College London (UCL), I had the opportunity to work as a postgraduate teaching assistant. In this role, I taught various geotechnical modules and carried out laboratory demonstrations. In my years as a doctoral student, I also held the position of Departmental Research Seminar Coordinator; it was my responsibility to arrange seminars that were attended by academics from other universities and professionals in the industry.

My teaching experience at the European University of Lefke (EUL), Cyprus, has expanded my knowledge in designing, delivering, and assessing civil engineering modules. This teaching system requires the ability to successfully handle tight deadlines, such as preparing for lectures, designing examinations, and marking student work. Additionally, performing duties such as personal tutoring have allowed me to align the structure of courses more coherently for students. Further, through my teaching experience and my position as Associate Fellow of the Higher Education Academy (AFHEA) in the United Kingdom, I have been able to explore effective teaching and learning strategies, encourage critical reflection and evaluation through evidence-based approaches to pedagogical practice, and continue my professional development. Analysing different methodologies and teaching philosophies has allowed me to engage students in the classroom and enhance their learning experience.

I have enjoyed every moment as a lecturer, and I truly find joy in the field of education. I also enjoy mentoring and advising students. One-on-one interaction with students is very important for answering individual students’ specific needs that cannot be met during regular class hours. I have learned from working with various students from different contexts and backgrounds, which has enabled me to adapt my teaching style to fit various kinds of people.

In addition to my academic duties, I was in the commission of the accreditation teams for the Association for Evaluation and Accreditation of Engineering Programmes (MUDEK) comparable to the Accreditation Board for Engineering and Technology (ABET) — and the Pakistan Engineering Council (PEC). Successfully working through the accreditation processes of both bodies has extended my knowledge in international requirements to align, evaluate, and improve civil engineering courses. Undertaking these accreditations has also enabled me to develop tools to integrate into my current practice.


Academic Year Term Course Credits Number of Students
Theory Practice
2016-17 Fall Soil Mechanics 3 1 26
Transportation & Traffic Engineering 3 2 42
Strength of Materials 3 0 18
Calculus 3 2 120
Spring Foundation Engineering 3 2 37
Statics 2 0 25
Engineering Drawing 3 2 30
2017-18 Fall Soil Mechanics 3 2 40
Computer – Aided Geotechnical analysis 3 1 36
Introduction to Profession 1 0 82
Soil Improvement Techniques (MSc) 3 2 20
Spring Foundation Engineering 3 2 42
Mukavemet (TR) 4 0 25
Temel Mühendisliği (TR) 3 2 22
Introduction to Profession 1 0 57
Geotechnics in Practice (MSc) 3 2 22
2018-19 Fall Soil Mechanics 3 2 56
Computer – Aided Geotechnical analysis 3 1 22
Foundation Engineering 3 2 45
Designing with Geosynthetics (MSc) 3 2 18