Taught 41 Modules
l Postgraduate (MSc/MEng) Modules
[1] MSc Projects: (QCF-Level 7) (Supervisor) {University of Huddersfield}
[2] Power Generation Components-Testing and Maintenance: (QCF-Level 7) (Module Leader) [Originator] {LSBU}
[3] Advanced Power Electronics & Renewable Energy: (QCF-Level 7) (Module Leader) [Redeveloped] {LSBU}
[4] MSc and MEng Projects: (QCF-Level 7) (Supervisor) {LSBU}
[5] Solar Thermal Systems: (QCF-Level 7) (Supporter) [Tutor] {Loughborough University}
[6] Energy Storage: (QCF-Level 7) (Supporter) [Tutor] {Loughborough University}
[7] Biomass: (QCF-Level 7) (Supporter) [Tutor] {Loughborough University}
[8] Hydro Power: (QCF-Level 7) (Supporter) [Tutor] {Loughborough University}
l Undergraduate (BEng/HND) Modules
[9] Renewable Energy Engineering: (QCF-Level 6) (Module Leader + Class/Labs) [Originator] {LSBU}
[10] Robotics and Mechatronics: (QCF-Level 4) (Module Leader + Class) {University of Huddersfield}
[11] Electronics: (QCF-Level 5) (Module Leader + Class/Labs) {University of Huddersfield}
[12] Electronics-1: (QCF-Level 4) (0.5 Module Class/Labs) {University of Huddersfield}
[13] Electronics-2: (QCF-Level 5) (0.5 Module Class/Labs) {University of Huddersfield}
[14] Electrical Circuit Analysis: (QCF-Level 4) (Module Leader) [Originator] {LSBU}
[15] Introduction to Electrical Engineering Principles (Degree Apprenticeship) (Module Leader) {LSBU}
[16] Introduction to Electrical and Electronic Engineering: (QCF-Level 4) (Module Leader) [Redeveloped] {LSBU}
[17] Principles of Power Generation, Transmission & Distribution: (QCF-Level 4) (Module Leader) [Originator] {LSBU}
[18] Electrical Principles DC: (QCF-Level 4) (Module Leader) [Redeveloped] {LSBU}
[19] Electrical Principles AC: (QCF-Level 4) (Module Leader) [Redeveloped] {LSBU}
[20] Professional Engineering Practice: (QCF-Level 4) (Module Leader) [Originator] {LSBU}
[21] Electrical Technology: (QCF-Level 5) (Module Leader) [Redeveloped] {LSBU}
[22] Electrical Machines and Power Electronics: (QCF-Level 5) (Workshop Supervisor) {LSBU}
[23] Electrical Energy Converters and Drives: (QCF-Level 6) (Workshop Supervisor) {LSBU}
[24] Transformers and Motors: (QCF-Level 5) (Module Leader) [Originator] {LSBU}
[25] Mathematics: (QCF-Level 4) (Tutorial Class Teacher) {LSBU}
[26] Advanced Engineering Mathematics & Modelling: (QCF-Level 5) (Tutorial Class Teacher) {LSBU}
[27] Engineering Applications: (QCF-Level 5) (Module Leader) [Redeveloped] {LSBU}
[28] MEng/MSc Project: (QCF-Level 7) (Supervisor) {LSBU}
[29] BEng Project: (QCF-Level 6) (Supervisor) {LSBU}
[30] Electrical Machine Principles: (SCQF-Level 6) (Module Leader) {NESCOL}
[31] Three Phase Systems: (SCQF-Level 6) (Module Leader) {NESCOL}
[32] Electrical Networks & Resonance: (SCQF-Level 5) (Module Leader) {NESCOL}
[33] Utilisation of Electrical Energy in Buildings: (SCQF-Level 6) (Module Leader) {NESCOL}
[34] Fundamentals of Control Systems & Transducers: (SCQF-Level 6) (Module Leader) {NESCOL}
[35] Electrostatics & Electromagnetics: (SCQF-Level 5) (Module Leader) {NESCOL}
[36] Single & Three Phase Induction Motors: (SCQF-Level 5) (Module Leader) {NESCOL}
[37] Electrical Principles: (SCQF-Level 5) (Module Leader) {NESCOL}
[38] Electrical Plant Theory: (SCQF-Level 5) (Module Leader) {NESCOL}
[39] Transformers: (SCQF-Level 6) (Module Leader) {NESCOL}
[40] Combinational Logic: (SCQF-Level 6) (Module Leader) {NESCOL}
[41] Electronic Network Analysis: (SCQF-Level 5) (Module Leader) {NESCOL}
List of Abbreviations
QCF: Qualifications and Credit Framework
SCQF: Scottish Credit and Qualifications Framework.
NESCOL: North East Scotland College of Higher Education and Further Education.
LSBU: London South Bank University.
LU: Loughborough University
HUD: University of Huddersfield
Supervision
PhD, MEng, MSc, BEng(Hons) and Research-Enterprise-Innovation Internee Projects
[Disclaimer: The following project ideas and aims with objectives are developed by Saim Memon]
l PhD Supervisor
[1] Khan, Asif. 2019. Analysing integrated renewable energy and smart-grid systems to improve voltage quality and harmonic distortion losses at electric-vehicle charging stations. PhD Thesis, London South Bank University School of Engineering, DOI: 10.18744/LSBU.003183 [Second Supervisor] [Pass]
[2] Makeen, Peter. 2019-2023. Experimental and Theoretical Investigations on the PV/Wind powered on grid /off grid electric vehicle charging station, British University Egypt and London South Bank University School of Engineering. [First Supervisor]
l MEng/MSc Projects Supervisor
[1] Salman, M. U. 2022. Electric vehicle battery thermal management system with thermoelectric cooling and phase change material. MSc Thesis, University of Huddersfield.
[2] Smith, N. J. 2021. Electrical Design, Installation, Commissioning and Performance Analyses of Industrial Transformer. MSc Thesis, London South Bank University.
[3] Kowalczyk, K. 2021. Evaluation of the Sustainable Energy Potential of Floatovoltaic Systems. MSc Thesis, London South Bank University.
[4] Dokodzo, S. 2021. Design and Modelling of Daylighting and Energy-Cost Performance Analyses of COVID-secure Stadium with Electrochromic Triple-Vacuum-Glazing. MSc Thesis, London South Bank University.
[5] Alsubaie, A. 2021. A Finite Element Study of the Graphene Coated-Bamboo Fibres Reinforced Polyethylene Composites. MSc Thesis, London South Bank University.
[6] Alotaibi, F. 2021. CFD modelling of thermosyphon system using various Nano fluids, MSc Mechanical Engineering Thesis, London South Bank University School of Engineering.
[7] Alazemi, F. 2021. CFD modelling of thermosyphon heat pipe vacuum tube solar collector for different operating conditions, MSc Mechanical Engineering Thesis, London South Bank University School of Engineering.
[8] Alazemi, A. 2021. CFD modelling of thermosyphon heat pipe solar collector to investigate the effect of the Nanofluids type, heat pipe material type and locations on its thermal performance, MSc Mechanical Engineering Thesis, London South Bank University School of Engineering.
[9] Walsh, M. 2020. Design, Construction and Performance (Residual Gas, Vacuum Pressure and Thermal Transmittance) Analysis of Vacuum Insulated Glazing, MSc Thesis, London South Bank University School of Engineering.
[10] Deakin, K. 2020. Experimental Electro-Thermal Performance Analysis of Vacuum Thermoelectrics, MSc Thesis, London South Bank University School of Engineering.
[11] Lawal, O. M. 2019. Investigation of Thermal and Electrical Performance of Semi-Transparent PV Electrochromic Vacuum Quadruple Glazing, MSc Thesis, London South Bank University School of Engineering.
[12] Nemera, G. O., Amoako, P., Gbadebo, A. J., Nwokeji,
T. I. 2019. Design and Development of
the Waste-Heat-Energy-Storage with Phase-Change-Material and Conversion with
Thermoelectric System for Improving the Charging-Efficiency of the
Electric-Vehicles Battery, MEng Thesis, London South Bank University School
of Engineering.
l BEng (Hons) Projects Supervisor
[1] Wuibe, F. 2021. Critically Evaluating the Electrical Installation and Protection Systems and Standards in a High-Rise Building, BEng(Hons) Thesis, London South Bank University School of Engineering.
[2] Fandino, S. L. 2021. Analysing the Electric Vehicles Charging Station Integration to Microgrid using MATLAB/Simulink, BEng(Hons) Thesis, London South Bank University School of Engineering.
[3] Dikkaya, I. 2021. Mathematical Modelling and MATLAB Simulations of PV systems integration to UK houses performances, BEng(Hons) Thesis, London South Bank University School of Engineering.
[4] Nwokorobia, M. 2021. Design and Development of Internet of Things Network for Smart Zero Energy Building, BEng(Hons) Thesis, London South Bank University School of Engineering.
[5] Mohammed, M. 2021. Investigating the Decarbonisation Potential of Electrical Rail Networks, BEng(Hons) Thesis, London South Bank University School of Engineering.
[6] Tusar, S. A. 2021. Mathematical Modelling and Simulation Analyses of Thermoelectric Module using MATLAB/Simulink, BEng(Hons) Thesis, London South Bank University School of Engineering.
[7] Garner, D. 2021. Design and developmental review of standalone CSP power generating system for domestic dwellings, BEng(Hons) Thesis, London South Bank University School of Engineering.
[8] Adam, A. I. A. 2021. Design and energy performance analysis of semi-circle (C-shape) structure made of multiple vacuum insulated glasses for adaptive COVID-secure musical concert, , BEng(Hons) Thesis, London South Bank University School of Engineering.
[9] Ahmed, H. M. 2021. Design and Review of IoT Smart Zero Energy Building, , BEng(Hons) Thesis, London South Bank University School of Engineering.
[10] Mohamed, Y. A. 2021. Design and energy performance analysis of circle (O-shape) structure made of multiple triple vacuum insulated glasses for adaptive COVID-secure live events, BEng(Hons) Thesis, London South Bank University School of Engineering.
[11] Kowalczyk, K. 2020. Experimental and Theoretical Analysis of Enhancing the performance of Thermoelectric Generators under the Influence of Magnetism, BEng (Hons) Thesis, London South Bank University School of Engineering.
[12] Ajaereh, M. G. 2020. Analysing the potential of Vacuum Glazing to Sound Insulation, BEng (Hons) Thesis, London South Bank University School of Engineering.
[13] Aqab, S. 2020. Mathematical Analyses of Vacuum Thermoelectric Elements, BEng (Hons) Thesis, London South Bank University School of Engineering.
[14] Dokodzo, S. 2020. Energy performance analysis of various PV array types integrated to school buildings in hot arid and cold arid climates, BEng (Hons) Thesis, London South Bank University School of Engineering.
[15] Derry, C. 2019. Design and Performance Analysis of a Semi-transparent PV System, BEng (Hons) Thesis, London South Bank University School of Engineering.
[16] Mihreteab, M. 2019. Experimental and Theoretical Performance Analysis of Thermoelectric-Modules for heat harvesting and heat-storage using parabolic trough Mirror as heat concentrator, BEng (Hons) Thesis, London South Bank University School of Engineering.
[17] Singh, N. 2019. Design, construction and performance analysis of dc-dc converter and dc-ac inverter of the small-scale photovoltaic (PV) panel, BEng (Hons) Thesis, London South Bank University School of Engineering.
[18] Dawson, R. 2019. Daylighting and Energy Performance Simulation Analyses of the Building with Solar-Heat Gain Controlled (Electrochromic) Glazing, BEng (Hons) Thesis, London South Bank University School of Engineering.
[19] Rahman, R. A. 2018. Critically Evaluating the Electrical Installation Standards and Fire Safety Protection Systems of a Building, BEng (Hons) Thesis, London South Bank University School of Engineering.
[20] Tahir, K. N. 2018. Understanding the design, development and performance evaluation of a small-scale thermo-electric generator, BEng (Hons) Thesis, London South Bank University School of Engineering.
[21] Lawal, O. M. 2018. Concentrated Solar Power in Hot Arid Climate, BEng (Hons) Thesis, London South Bank University School of Engineering.
[22] Sakys, L. 2017. Design and Analysis of a Domestic 3 kW PV System using Simulink, BEng (Hons) Thesis, London South Bank University School of Engineering.
[23] Duong, M. 2017. Design and Evaluation of Model Room Lighting System, BEng (Hons) Thesis, London South Bank University School of Engineering.
l Research-Enterprise-Innovation (REI) Internees Project Supervisor
I identified the potential project and applied for the grant in collaboration with Dr Anna-Karin Axelsson to recruit internees. I recruited two internees who successfully worked and developed understanding of advanced research in thermochromic coatings and smart window technologies.
[1] Kalam, A. 2018. Exploring the ideas presented for low-e coatings, triple vacuum glazing and appearance on smart window technology and optimal materials, Internship Report, London South Bank University Research, Enterprise and Innovation Centre.
[2] Sobakin, E. 2018. A study into the innovative technologies set to alight the glazing industry, Internship Report, London South Bank University Research, Enterprise and Innovation Centre.
Teaching Creativity and Innovation Saim Memon© (Restricted)
֎ The notion at which, nowadays, realistic students’ engagement and studentship are paramount need of the UK economic growth. It relies, mainly, on the eagerness and enthusiasm of truthful physical and digital online teaching practices in this dynamic academic environment, where the established metrics are highly unstable. Students’ nowadays want to see a genuine teaching practices, where I have empirical evidences of my realistic excellence in teaching and research. To me, every day is a school day where learning and improvement in practices are of paramount ingredient. I appreciate the day-to-day challenges in the teaching profession and the progressive generation of students’ learning styles in the UK. I consider the classroom as a Live Theatre where 100’s of students observe and want to be inspired, motivated and learned. Every-Day-Every-Minute Counts and is Judged by students in the classroom. It is like an Interview Panel on daily basis. First, it felt as heavy and now it is my part of life. It is why I celebrate and constantly improve myself with the success of Teaching and Supervision on Next Page. I believe innovation and artistic creativity in teaching classes are vital. Ultimately, it is the energy and motivation that it takes every day to teach the way students can learn, be positively challenged and appreciate my hard-work.
֎ I believe professional teaching is an innovative and noble process of developing students’ lifelong skills and memories. I use innovative, research informed, teaching methods such as Kolb’s model of learning styles, curiosity experimental learning theory of motivation and Knowles theory of andragogy for the effective teaching by improving strategies to motivate learners throughout their journey of studies. I believe in delivering four key skills (a) Knowledge (b) enthusiasm (c) professionalism and (d) engagement. I critically reflect my practices as a professional teacher through four distinct interconnecting lenses’ or called Brookfield’s Four Lenses. (i) lens of my experience as a teacher and learner; (ii) lens of students’ eyes; (iii) lens of colleagues’ experiences; and (iv) lens of research informed educational literature. Students’, as according to Atkinson and Shiffrin (1968) model of memory, have short term, long term, sensory and working memories. To engage with learners’ long term, sensory and working memories truthful discussions of ideas are important. I also implemented CDIO (Conceive, Design, Implement & Operate) trademarked educational framework in my various modules and outreach educational project. I demonstrate my life-long educational experience in teaching, research, knowledge transfer and supervision to students. Teaching students and developing positive students’ experience is at the heart of my life-long teaching profession. A word ‘positive’ can have a range of definitions, my definition of positive students’ experience is developing students’ self-knowledge and life-long career that they sub-consciously appreciate.
֎ I implement digitally informed learning tools such as video capture via Panopto Video Platform and Snagit by TechSmith to record video lectures whilst recording my workings on solving questions using Digital Pen. VLE Moodle for notes, tutorial questions, quiz questions, mid-term phase tests and assignments. I have also utilised Starboard that converts whiteboard notes into pdfs which I found very useful to students. Edraw Max, Mind master and Infographics for illustrations, animations and images and share them on the lecture notes for enhanced engagement.
֎ I provide effective written feedback to logbooks, assignments phases tests and formal reports and continuing support to students learning to all of my modules taught between 2011-Present. I restructured and developed a number of new modules, as already listed in my previous section as module leader, to provide better student learning experience. The outcome of the taught module is students appreciated throughout years with my hard work on them and extra time that I put in to enhance the qualitative learning environment.
֎ It is also important that how I speak and I speak in a simple plain English. Presentation of the complex ideas in a pace that everyone perceives the knowledge accurately and better engage with me with questions. I found it very valuable practice and continued in other classes. I usually give students a teaching plan at the start of the module. I learned that presenting theory with the help of figures/diagrams, mostly drawing with the use of whiteboard and/or VLE starboard whilst using power point presentation with clear theoretical concepts within the context of my original notes, whilst pdf copies of lecture notes on VLE Moodle for better learning experience and communication, found to be very effective practice.
֎ I found a few situations when students were panicking about the exams mainly due to workload. In this situation, I encouraged and provided extra time in going through the course contents whilst identifying the contents caused learning difficulties. I improved the concept of personal tutoring to first year students. When students didn’t achieve passing marks, I asked them the reasons and provided them effective motivational feedback which was implicated to be positive in achieving their learning skills.
֎ I effectively work with the team where we all share students concerns and deal with students’ welfare problems within our available resources. In some situations, I recommend students to students support centre and counselling officer who e.g. claimed to be dyslexic and wanted to have extra time in their exams, by writing a detailed confidential statement considering their performance in class and reasons. When I took the Module Leadership of most of the modules I restructured and redeveloped the notes and in most of the cases developed notes and tutorial questions from scratch.
֎ I supervise my MEng/BEng (Hons) and MSc project students in order for them to become an independent researcher and Engineers who can work in industry or academia with less assistance. I plan and write research-oriented projects and assign and help students to design their achievable objectives, tasks and manage the budget for resources and enable them to demonstrate their individual piece of research work, develop in-depth technical understanding and knowledge of a chosen technical project as listed in above section and to develop competence in personal planning and self-management skills.
֎ I supervise PhD students by enabling them first to become expert in their literature review and develop innovative research objectives and research tasks. I offer advice and guidance with critical analysis and sometimes going through sentence by sentence with my PhD students’ drafts. I believe my research students should produce high quality innovative research outcome. My focus of the supervisory relationship is shaping their research project, issues of critical analysis and mathematical modelling and helps them in improving the quality of academic writing and contribution to scientific knowledge. I encourage PhD students to participate in staff development research programmes, seminars, conference poster presentations and research summer schools. Saim says please don’t copy my heartened statement
Teaching & Supervision Excellence (Students' Unredacted Feedbacks)
