Training other individuals is an integral part of research. I enjoy teaching at the graduate and undergraduate levels and carry it out well. Moreover, I believe that to teach is to learn twice. In my opinion learning should be a uniform and continuous process with more student-teacher interaction. My goal as an instructor is to present relevant material as clearly as possible. I place a lot of emphasis on fundamentals and basic concepts and cover them in depth. I do not rush through my syllabus simply to cover all the topics. I focus on learning outcomes; I ask and expect for questions to be asked in order to resolve learning difficulties of students.
I recommend that students exercise their own powers of critical problem solving, creativity, analysis, and synthesis or data evaluation in even the most structured lectures. I insist that the students should keep abreast with present day technology. Developing skills with tools, concepts and designing are emphasized in my lectures. I motivate students to innovate on their own and contribute to the future technology. Hence I make working on a term-paper and mini-project a necessary part of my courses. I insist on hands-on approach. Consequently, much of my efforts in the courses I teach are directed towards developing a hands-on laboratory component that is tightly integrated with the lectures. As part of my teaching, I offer alternative methods to facilitate student learning: (1) open office hours, (2) using power-point presentations, (3) conducting examinations uniformly distributed over the semester, (4) conducting regular quizzes and homework, (5) maintaining a course home page, (6) maintaining a class mailing list, (7) assigning students to write a term paper and to do a term-project, and (8) in-class problem solving. Before testing the students, I expose them to concepts three times: once in the lecture via examples, a second time via homework assignments and a third time via a laboratory or programming project.
I have successfully used this paradigm in both graduate and undergraduate courses. All the courses I have developed are an integral part of the computer engineering curriculum and have served the need of a large diversity of students. In multiple years, I received Honors Day recognition as an inspirational faculty at the UNT. I have also received UNT Provost's Thank a Teacher recognition for multiple years. I was nominated for the J. H. Shelton Excellence in Teaching Award at the University of North Texas. I received the University of South Florida Provost's certificate of recognition for outstanding performance as a graduate teaching assistant for two consecutive years, 2002 and 2003. I have advised dozens of graduate students on their Ph.D. dissertations and M.S. theses. I advised the first Ph.D. dissertation and the first 3 M.S. theses in VLSI at UNT. I have also been a research mentor for dozens of undergraduate and Texas Academy of Mathematics and Science (TAMS) students. My award-winning best-seller book titled ``Nanoelectronic Mixed-Signal System Design'', published by McGraw-Hill in 2015, is a textbook for senior undergraduate to graduate students. My students regularly receive outstanding student awards at UNT. In addition, it is a pleasure to note that at 2014 UNT Honors day, 3 of my students were selected as outstanding students for each of the CSE doctoral, computer engineering Masters, and computer engineering Bachelors categories, respectively. My course enrollment is always very strong. My teaching evaluation is always excellent. A detailed list of courses that I have taught is given in the following Table, which also includes a few courses that I have assisted in delivering.