The opportunity to teach and interact with engineering students and develop new teaching materials and techniques were among the primary reasons for seeking my career in academia. It is my strong believe that teaching is the highest form of understanding; however, it is not enough to only comprehend teaching materials but also teaching talent and skills are the most important tools that can make my teaching style admired. I also believe that the most important qualities of a successful university teacher are good preparation, clear presentation, and effective interaction with students. My philosophy is that getting to know the different learning styles of my students plays an essential role in motivating them to learn. I always consider how to present new material to my students, as it is very important to view the material from students' perspective. It needed me plenty of thoughts to figure out what works well for me and what is best for my students. Although course organization and good preparation are extremely important, flexibility in selecting the most effective teaching style and use of powerful teaching tools are also essential for me as a university teacher. Therefore, I always encourage my students to share their ideas, experience, and opinions. I continuously seek their feedback on my teaching, so I can apply the necessary changes and improvements early as possible in each semester. In class, I encourage students to feel free to interrupt me, ask questions, or request that an explanation be repeated or expanded, since this not only helps me to shape my teaching according to their needs, but also allows me to improve my teaching skills and lecture notes. According to my experience as a civil engineering professor and professional structural engineer, I believe that linking theories with engineering practice by giving examples of real-life and industry-related problems makes complex concepts and problems easy to comprehend and enjoyable to study.


  • ENGI 3335: Structural Analysis (previously taught as Structural Analysis I)
  • ENGI 0638: Computer-Aided Structural Analysis and Design
  • ENGI 3452: Finite Element Methods
  • ENGI 5593: Structural Design for Fire Resistance (Graduate Course)


  • ENGI 3335: Structural Analysis (previously taught as Structural Analysis I)

This course is intended to provide students with clear presentation of the theory and application of structural analysis as it applies to beams, trusses, and frames. The course allows students to enhance their structural analysis problem-solving and computational skills, as well as to demonstrate ability to use the structural analysis outcomes in the design process of different structures. Throughout the course, various structural analysis theories are taught and explained for both determinate and indeterminate structures. Methods to calculate deflections in structures, such as Double Integration Method, Moment-Area Theorems, and Conjugate Beam Method, are discussed in this course. Methods to analysis indeterminate structures, such as Virtual work method, Force method, Slope-deflection equations, Moment-distribution method, and Stiffness methods, are discussed in details. In addition, Influence lines and Qualitative influence lines for both determinate and indeterminate structures are taught.

  • ENGI 3452: Finite Element Methods

This course is designed to provide students with basic approach to the Finite Element Method (FEM), which can be employed to analyse various civil engineering problems from basic to advanced ones. Topics covered in this course include: simple springs and bars leading to two-dimensional truss analysis; beam bending leading to plane frame and grid analysis; plane stress/strain finite elements; applications of plate bending, heat transfer, fluid mass transport, and basic fluid mechanics. General principles are presented for each topic followed by applications of these principles, which are in turn followed by relevant computer applications using the available finite element software.

  • ENGI 0638: Computer-Aided Structural Analysis & Design

This fourth-year elective course allows students to develop sound understanding of the matrix method of structural analysis. Focus is given to the direct stiffness approach of the matrix analysis of three-dimensional framed structures. During this course, students will be trained on the computer modelling of various structural elements and assemblies using the structural analysis software S-Frame. In addition, students will be introduced to Structural Fire Engineering, as special topics on the structural analysis for fire resistance design of selected building structural elements will be discussed in details. As part of this course, students are required to work in teams to complete a term project using S-Frame software, prepare and submit a final report, and finally give a short presentation to highlight project's outcomes. 

  • ENGI 4969: Degree Design Project

This is a winter-term degree project course, which is equivalent to two term courses, for Civil Engineering fourth-year students. This capstone degree project is one of the accreditation requirements of the Canadian Engineering Accreditation Board (CEAB). According to CEAB, the degree project must possess a significant design experience conducted under the professional responsibility of faculty licensed to practice engineering in Canada. The significant design experience is based on the knowledge and skills acquired in earlier work and it preferably gives students an involvement in team work and project management. 

  • ENGI 3016AA: Engineering Mechanics

This summer course includes the principles of three parts of engineering mechanics, i.e., statics, strength of materials, and dynamics. Various applications of these principles to engineering problems are discussed in details throughout this course.