Faris Tarlochan, Qatar University, Qatar
The spark that ignited my passion for education
My fascination with education began during my pre-university preparation program when I was given the opportunity to mentor adult learners who were in the same cohort as me. This experience opened my eyes to the challenges and rewards of teaching, especially when working with individuals from diverse backgrounds and life experiences. Guiding adults through complex subjects while adapting my communication and instructional techniques to meet their needs sparked a deep passion for education. I realized that teaching is not just about transferring knowledge, but also about fostering understanding, curiosity, and confidence. This early experience ignited my desire to explore education further and pursue it as a meaningful career path.
My undergraduate journey at Purdue University was a profoundly transformative experience that shaped both my personal and professional growth. Immersed in a challenging academic environment, I was constantly pushed to think critically and solve complex engineering problems, which strengthened my technical expertise. Beyond the classroom, I was fortunate to engage in hands-on projects that allowed me to apply theoretical knowledge to real-world situations, deepening my understanding of engineering principles. One possible example off my head is a design project in my Machine Design class where we had to design an oil field pump jack. This project was beyond textbook and required significant critical thinking to put all the pieces together. However, what truly left a lasting imprint on me was the unwavering support of my professors and mentors such as Professor Cipra, Professor Pennock, Professor Kokini and Professor Hillberry. Their genuine commitment to nurturing student potential sparked my passion for lifelong learning and discovery. I was inspired by their ability to not only teach but also cultivate curiosity and innovation in their students. This mentorship ignited a desire within me to give back to the field by becoming an advocate for engineering education. It became clear to me that I wanted to not only be an engineer but also contribute to shaping the next generation of engineers, fostering a learning environment where students could thrive, just as I had.
A Journey from Parenthood to Teaching Excellence
After starting a family, education has always been at the core of what I value most for my daughters. From an early age, I wanted to ensure they had access to the best learning opportunities, knowing that a strong educational foundation would open doors for their future. As I observed their growth and development, I became increasingly aware of the importance of a supportive and effective learning environment, not just for them, but for all students. A good teacher must do more than present information; they need to connect with students, understand diverse learning styles, and create a dynamic environment where students are actively involved in their own learning process. This is where the distinction between having subject expertise and having the skills to teach effectively comes into play. Being an expert in a field is important, but teaching demands more than expertise—it requires a commitment to educational innovation. To truly excel in teaching, there must be a deeper calling to push for new, creative approaches that meet the evolving needs of students. This involves embracing innovative strategies, from integrating technology in meaningful ways to fostering critical thinking and collaboration. It’s about adapting to different learning styles and constantly seeking ways to improve the educational experience. Without this drive to innovate, even the most knowledgeable individual may struggle to create lasting, impactful learning experiences.
While earning a PhD represents a significant academic achievement, it doesn’t automatically make someone a great teacher. A PhD is often focused on deep specialization in a particular field, honing research skills, and contributing new knowledge to the discipline. But teaching is a different challenge altogether—it requires the ability to engage students, communicate complex ideas clearly, and inspire a passion for learning. In essence, while a PhD reflects mastery of a subject, being a good teacher is about mastering the art of teaching itself. It’s a continuous journey that requires not just expertise but also passion, creativity, and a genuine desire to see students succeed.
Fueling a Commitment to Excellence in Teaching: A Personal Journey
This personal journey sparked my passion for quality teaching. I realized that the learning experience goes beyond textbooks and classrooms—it’s about creating a nurturing space where students feel inspired and empowered. This understanding fueled my desire to contribute to the educational system in a meaningful way. I wanted to be part of a process that promotes excellence in teaching, fosters curiosity, and ensures that every learner has the opportunity to thrive, just as I hoped for my own daughters. As I became more involved in education, my commitment to enhancing the learning environment grew stronger. Whether through implementing innovative teaching methods or ensuring that educational standards are upheld, my goal has always been to create spaces where students can excel, much like the ones I dreamed of for my daughters. I am adopting active learning in my class and moving away from traditional board and chalk (today its power point). Depending on the nature of the course, I either implement Project Based Learning or Flipped Classroom. I utilize the instructional period for discussions, in class problem solving or scaffolding activities. This journey continues to motivate me, shaping my approach to education with a personal sense of purpose and dedication.
My interest in the Scholarship of Teaching and Learning (SoTL) grew significantly after attending several workshops and conferences focused on engineering education. I really enjoyed and benefitted from The International Research Symposium on Problem Based Learning 2023 (IRSPBL 2023) and Transforming Engineering Education 2023 (TEE 2023) held at MIT in summer 2023. The way the conference was organized differed from most conferences I had attended. It really engaged all participants and the discussions were enriching. These experiences opened my eyes to the potential of transforming the teaching process into something far more dynamic and impactful. One pivotal moment was attending a workshop led by Dr. Richard Felder, a renowned figure in engineering education. His insights into how students learn, combined with his emphasis on creating more engaging and student-centered learning environments, left a lasting impression on me. Dr. Felder’s workshop, in particular, challenged the traditional approaches to teaching that many of us were familiar with. It encouraged a shift towards more evidence-based methods, such as active learning and cooperative learning, which have been proven to enhance student understanding and retention. His approach resonated with my own desire to improve the teaching and learning experience, pushing me to explore more deeply how I could apply these principles in my own teaching.
As I continued attending conferences and engaging with other educators who shared a similar passion for teaching innovation, I realized the importance of not only focusing on what we teach but also how we teach. The SoTL framework gave me a way to systematically study and improve my teaching practices, ensuring that my efforts were grounded in research and aimed at fostering meaningful student learning. This journey into SoTL has been transformative, as it has deepened my commitment to continuously refining my teaching methods, always seeking to create an environment where students can thrive both academically and personally. Recently, my academic focus has shifted toward exploring the concept of student agency, particularly in the context of sustainability. As sustainability becomes an increasingly critical global issue, I see the role of students in driving meaningful change as pivotal. Student agency—their capacity to take initiative, make choices, and effect change—holds immense potential in shaping a sustainable future. Empowering students to become active participants in sustainability initiatives not only benefits the environment but also helps cultivate critical thinking, responsibility, and leadership in them.
My engagement with the Scholarship of Teaching and Learning (SoTL) and my accumulated expertise in education have significantly influenced my approach to advancing engineering education research in Qatar. Qatar is currently at a critical juncture, with a strong emphasis on sustainability and development. The demand for innovative, well-trained engineers has never been more pressing. To realize this goal, I am collaborating with motivated academics, encouraging them to engage in SoTL by using their own teaching as a basis for scholarly inquiry, continuously reflecting on and improving their methods through research. I have initiated an “Education Clinic” to support faculty interested in incorporating active learning techniques or becoming involved in SoTL. Additionally, I am offering workshops that promote innovative teaching strategies, such as active and cooperative learning, ensuring that engineering students transition from passive recipients of information to active participants in their learning process. However, significant challenges remain. One of the primary obstacles is overcoming traditional views of education, which often resist the adoption of new teaching methodologies or question the value of educational research in engineering. Furthermore, many faculty members are overwhelmed by the demands of teaching, administrative responsibilities, and their own research, making it difficult to take on SoTL projects. Finally, not all students are familiar with or prepared for active and collaborative learning, leading to potential resistance as we move away from traditional lecture-based methods. Navigating these challenges is no easy task, but it is a meaningful and rewarding endeavor. While the journey is uphill, it is one that I find deeply engaging and essential to the future of engineering education in Qatar and on a wider scope the MENA-GCC region.
Currently, I am working on a research paper that investigates student agency for sustainability using Q-Methodology. This approach allows me to explore the diverse perspectives and subjective experiences of students as they engage with sustainability efforts. Through this research, I hope to uncover valuable insights into how we can better support and foster agency in students, particularly when it comes to addressing pressing global challenges like sustainability. In addition to the paper, I have submitted a research grant proposal focused on a similar area, aiming to deepen our understanding of student agency and how educational institutions can more effectively cultivate it. By focusing on these efforts, I believe we can create more engaged, proactive learners who are not only equipped with knowledge but also empowered to act in building a more sustainable world.
For those new to engineering education research or looking to deepen their teaching practice through scholarship, my key recommendation is to embrace a mindset of continuous learning and reflection. Start by integrating the principles of the Scholarship of Teaching and Learning (SoTL) into your practice by using your classroom as a space for inquiry, experiment with innovative teaching methods, and gather evidence to assess their impact. Begin small, perhaps by focusing on one area of your teaching that you want to improve or study. Collaboration is also essential; connect with other educators and researchers, share insights, and seek feedback. Building a network of like-minded professionals will support your growth and provide new perspectives. Most importantly, stay persistent. Engineering education is evolving, and the transition from traditional methods to more student-centered, research-driven approaches may be challenging. However, the rewards are immense, both in student outcomes and personal fulfillment. By committing to evidence-based teaching and continuous improvement, you can contribute to meaningful change and help shape the future of engineering education. Wishing you all the best.
On behalf of the Research in Engineering Education Network (REEN) Governing Board, we are seeking nominations to fill three board positions. We are looking for individuals who are passionate about engineering education research and building capacity and representation in the following regions:
Against this context, multiple universities have piloted various efforts in EER. One of the examples took place in Shanghai Jiao Tong University. The transition between high school and undergraduate studies has been a difficult time for engineering students. These difficulties originate from the absence of suitable engineering curriculum and learning activities in the high school, middle school and primary school stages. To address this major challenge, the School of Education at Shanghai Jiao Tong University has set up an initiative to research on the relevant topics. The establishment of a center on engineering education for high/middle schools and primary schools has signified the kick-off of these efforts.
On the first day, I had the honor of co-leading a workshop alongside my colleagues, Tiantian (Olivia) Li and Siqing Wei. The workshop focused on the co-creation of an outline for a handbook designed to guide faculty, staff, and international graduate students in supporting the thriving of the former group. Our utilization of the Funds of 
Day 2 was marked by a series of memorable events. I presented a poster for the paper titled “Assessing Students’ Perspectives and Attitudes Toward Social Justice and Compassion in Civil Engineering (Work in Progress),” which is a collaborative project with Professors Marika Santagata and David Yu from the Lyles School of Engineering Education. The project sought to understand students’ perceptions regarding social justice and compassion. In the afternoon, I was part of a panel discussion on “Success in Engineering Education,” hosted by the Saint Vicent College, where I learned about various approaches taken by different schools in this field. Finally, I attended the business meeting of the Multidisciplinary Engineering Education Division and presented my progress as a delegate to the ASEE Commission on Diversity, Equity, and Inclusion.