Hugo Ajrouche

     My focus on education and knowledge sharing motivate my choice to work as a teacher and researcher Indeed, I am convinced that the knowledge we acquire through our research is valuable only if it is shared. During the last two years of my thesis and my year as a temporary assistant of teaching and research, I teaches more than 224 h within the National Institute of Applied Sciences and the University of Rouen. In the recent years, I have gained experience and training adapted to teaching through the formation of the French Centers of Initiation to Higher Education.

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        The primary role of a teacher is to judge the capacity of students and help them to achieve their full potential through teaching, mentoring, and supervising. In general, researchers tend to become narrower and deeper in their respective research areas. The teaching process counteracts this tendency by enabling the researcher to gain a broader acquaintance. Thus, teaching activity is a very rewarding and complementary to the research.

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      In 2015, I was a teacher and researcher at University of Rouen (88 h), I taught thermofluids, Statistical Physics and Kinetic Theory of Gases, optics, physics and fluid mechanics for Bachelor's and Master's students. This experience allowed me to perfect the teaching methods that I had previously developed, especially during my two years of experience in the Department of Science and Technology for Engineer at INSA Rouen (120 h). During this mission, I focused on the educational aspect without neglecting the scientific side of course. The tutorials and courses were oriented towards international students so I had done the courses in English. During my mission at the University of Rouen all course materials were prepared in English. I succeeded, during the different years of my thesis, to develop my method of teaching and contact with students. I have also other experiences in teaching: at the University of Bordeaux I (90 h), where I was responsible for teaching tutoring Physics in Thermodynamics, and Physics of solids; at the Lebanese University of Beirut, for courses in Physics, Chemistry and Mathematics for physicists. These diverse experiences have been rich, because of the multitude of subjects taught, and trainers, allowing me to learn how to manage a group course, be responsible in the preparation or in the management of the time to finish a program, and to work in pair with an experienced Professor. Indeed, my experience and my academic knowledge offer me a capacity to adapt to teaching positions in the fields of the License or Master and to be operational very quickly.

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      I have three major learning goals for the students : (1) to enable students to appreciate and understand fundamental concepts, (2) to help students understand how the research is done (3) to develop the problem solving strategy which requires integration or organization of newly acquired knowledge, e.g. devise an experiment to test a hypothesis, or develop a model based on fundamental principles. The fundamental concepts often take years to develop and to be accepted by the scientific community. An historical background and real-world implications of these concepts will engage the students and make them appreciate the past works. Once students are motivated teacher shall assist them to realize the fundamental concepts. The outcome will be assessed by encouraging students to explain concepts in their own words, and through in-class exams or take-home assignments. The second goal will enable students to formulate right questions/problems. I shall help students understand how the researchers form a new kernel of knowledge. This will be achieved through the demonstration of experiments related to the subject and through the interactions between researchers and students. A few classroom hours will be devoted to research talks by an invited researcher working in the concerned domain. Third learning goal is an advanced one, which will be achieved by assigning a group project to the students. They will feel more motivated and responsible when they work on an authentic problem as of a professional researcher or an engineer. This will lead to a project-based experiential learning. The team-work experience will help them understand the dynamics of collaboration and the sense of individual responsibilities. The outcome of the activity will be assessed though the viva and respective project report.

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     In the past, I have instructed the laboratory classes in the area of optical diagnostics for biomedical engineering, combustion and optical physics. Additionally, I have shared my knowledge of the institutional administrative processes with students through organizing short visits to CORIA, GREMI  and PRISME laboratory, France.

Based on my past education and research work in thermofluids and laser diagnostics domain, I propose to teach the courses related to optics, thermodynamics and fluid mechanics. I can instruct one of the following courses: Propulsion, Energy, Thermodynamics, Heat transfers. Additionally, I can contribute to a laboratory course. The syllabus will be primarily followed from an established textbook. Additionally, the recent developments and state-of-the-art will be provided using research articles or latest reference books.

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          For a basic course (undergraduate level), the assessment will be made primarily based on in-class exams (mid-semester and end-semester). For an advanced course, in addition to traditional exams, certain weightage will be given to take-home assignments/projects, where students can access any resources. This will simulate a typical work-setting of a professional researcher/engineer. The students will learn to process the vast information to solve a given problem.

After 2-3 years, a new course “Experimental methods in thermofluids using advanced laser diagnostics” will be developed. Thermofluids provides a basic foundation for other specialized fields, and thus the knowledge gained during the course is transferable. This course will integrate my research area with teaching. It will be beneficial for graduate students who would like to pursue career in the experimental research. The aim of the course is to introduce laser-based experimental techniques, and its capabilities and applications in thermofluids. After successfully completing this course the students will be able: to explain the working principle of the diagnostic techniques, its strengths and limitations. They will be able to propose an experimental set-up by choosing lasers, detectors and collection optics. The student will write a report on laboratory exercise with thorough analysis of raw data and uncertainty estimates. To achieve these learning outcomes the syllabus is designed as following:

• Introduction to diagnostic instrumentation: Lasers, detectors, optical elements.

• Relevant applications in fluid mechanics and combustion.

• Traditional intrusive techniques and its comparison with laser-based counterparts

• Background and working principle of various techniques: Particle image velocimetry (Velocity), Mie scattering (mixing), Rayleigh-scattering (temperature/mixing), Spontaneous Raman scattering (temperature/concentration) Laser-induced incandescence (soot), laser-induced fluorescence (flame-front/mixing), thermographic phosphors (temperature), OH* OH* chemiluminescence (Ignition delay, lift-off length), Schlieren (Vapor Spray penetration), Diffused-Back Illumination (Liquid Length, Soot), X-ray (Density, liquid mass distribution)

• Data processing methods for each of the techniques.

• State of the art of each technique and future challenges to overcome

• A few invited talks to provide different perspective

• Laboratory demonstrations and lab project where students will contribute to ongoing research work, under the mentorship of doctoral students

 

      The learning outcome will be assessed through written exam, which will test the understanding and the ability of student to synthesize the course material. Additionally, students will submit a report on the laboratory exercises and instructor will evaluate the quality of the report and understanding through viva.

As a teacher, it is important to be approachable to intimidated students. Apart from the class, I will provide specific hours for the students to discuss their questions or doubts, either in a small group or individually. A teaching assistant could contribute in these discussions.

Advice or feedback on teaching effectiveness will be sought from a more experienced colleague who may also act as a mentor.