Teaching

FACULTY OF SCIENCE
TEACHING OR PROFESSIONAL ROLE

DOSSIER
Ehsan Ahmed, PhD, PEng.

Architectural & Engineering Technology (ARET)
1
Table of Contents
1. STATEMENT OF TEACHING PHILOSOPHY .................................................................................................. 4
2. COURSES TAUGHT AND DEVELOPED ....................................................................................................... 6
2.1 At Thompson Rivers University, BC (2015-2019) .......................................................................... 6
2.1.1 Academic Year of 2015-2016 ...................................................................................................... 7
2.1.2 Academic Year of 2016-2017 ...................................................................................................... 8
2.1.3 Academic Year of 2017-2018 ...................................................................................................... 8
2.2 At University Sarawak Malaysia (2007-2011) ................................................................................ 9
2.2.1 Undergraduate Level: ................................................................................................................. 9
2.2.2 Graduate Level .......................................................................................................................... 10
2.2.3 New Courses Developed ............................................................................................................ 10
2.2.4 Teaching Award ........................................................................................................................ 10
2.3 At Curtin University of Technology (2005-2007) ........................................................................ 10
2.3.1 Undergraduate Level................................................................................................................. 10
2.3.2 New Course Developed ............................................................................................................. 10
2.3.3 Staff Award ................................................................................................................................ 10
2.4 At Chittagong Univ. of Eng. & Technology (1990-1996 & 1999-2004) ...................................... 11
2.4.1 Undergraduate Level................................................................................................................. 11
3. LIST OF INDIVIDUAL STUDENT PROJECTS SUPERVISED.......................................................................... 12
3.1 At Thompson Rivers University, BC (2015-2019) ........................................................................ 12
3.1.1 Academic Year 2015-2016 ........................................................................................................ 12
3.1.2 Academic Year 2016-2017 ........................................................................................................ 12
3.1.3 Academic Year 2017-2018 ........................................................................................................ 12
3.14 Academic Year 2018-2019 ......................................................................................................... 13
3.2 At University Sarawak Malaysia (2007-2011) and Other Universities ...................................... 13
3.2.1 At Undergraduate Level ............................................................................................................ 13
3.2.2 At Post-Graduate Level ............................................................................................................. 14
3.2.3 Participation in Thesis and Oral Examination Committees.................................................... 14
4. PEER EVALUATION (CLASS VISITATION REPORTS) .................................................................................. 15
4.1 Classroom Visitation 1 .................................................................................................................... 15
2
4.5 Classroom Visitation 5: (Nov.27 of 2015)...................................................................................... 23
5. PERFORMANCE REVIEW COMMITTEE REPORT....................................................................................... 25
6. COURSE EVALUATION REPORT (STUDENTS) ........................................................................................... 27
6.1 FALL 2018: Course Evaluation Report for ARET 3400 ............................................................. 28
6.3 FALL 2018: Course Evaluation Report for DRAF1520.............................................................. 32
6.4 WINTER 2019: Course Evaluation Report for ARET 1400 ....................................................... 35
6.8 WINTER 2016: Course Evaluation Report for ARET 1410 ...................................................... 47
6.10 FALL 2017: Course Evaluation Report for ARET 3400 ........................................................... 54
6.11 FALL 2017: Course Evaluation Report for ARET 3600 ........................................................... 56
6.12 FALL 2017: Course Evaluation Result for DRAF 1520 ............................................................ 58
7. COURSE EVALUATION ANALYSIS ............................................................................................................. 60
7.1 Individual Course Analysis Results ............................................................................................... 60
7.2 Combined Course Evaluation Analysis ........................................................................................ 63
7.3 Selected Comments of Students From Teaching Evaluations..................................................... 68
8. PROFESSIONAL DEVELOPMENT IN PEDAGOGICAL AREA ........................................................................ 73
8.1 At Thompson Rivers University, Kamloops, BC, Canada (2015-2019) ..................................... 73
8.2 At Other Universities:..................................................................................................................... 77
9. SAMPLE TEACHING MATERIALS .............................................................................................................. 78
9.1 SAMPLE COURSE OUTLINE..................................................................................................... 79
9.2 SAMPLE ASSIGNMENT.............................................................................................................. 82
9.3 SAMPLE MID-TERM EXAM ...................................................................................................... 86
9.4 SAMPLE FINAL EXAM ............................................................................................................... 92
10. CERTIFICATES RECEIVED:..................................................................................................................... 104
11. ACTIVITY PHOTO ................................................................................................................................. 110
3
1. STATEMENT OF TEACHING PHILOSOPHY
My objective in teaching is to provide systematic education in the field of Engineering and

Technology and thus produce ethical technologist with good technical and interpersonal skills. In
my teaching, I certainly want my students to learn the fundamental content of the courses, I teach.
However, beyond that, I foster critical thinking, facilitate the acquisition of life-long learning
skills, prepare students to function effectively in developing problem-solving strategies.
Student success is the primary focus of my education. My teaching style embodies the role of
facilitator for student success. I model an enthusiastic approach to learning, endeavouring to create
lessons that impart information in a way that students will successfully grasp. The student’s
wellbeing plays a vital role, and, as a result, I strive to remain a strong source of nurturing support,
encouraging my students to do their best. I have the ability to ‘connect’ with my students. I do that
by getting to know them and their learning styles to ensure that each one is able to access the
curricula.
In the ‘design and structural analysis’ related class, I generally prefer to include field trips and or
practical field related problems to ensure collaborative and student-centred learning. In the
‘sessional’ class, I prefer the grouping of students and students’ discussion in solving problems. I
feel it is important to engage the students throughout the whole session of the class. I construct the
design problems that are related to the practical field and are able to draw the interest of the
students. Some open-ended questions are generally included in formulating the problem to enhance
critical thinking among students’ group. Research result outcomes on the subject matter are shown
and discussed to widen the outlook of the students. In developing curricula, the inclusion of
sustainable development is important, and in my course, it is ensured that students are being
educated on practicing sustainable development. They must have a clear understanding of the
importance of sustainable development and how it must be applied to their future jobs.
To measure the effectiveness of my teaching, I measure the student outcomes to reflect my efforts
rather than what I have covered from the textbook. Class performances through quizzes and
assignments (individual and/or group), mid-term test along with final examination following
University rules are used to evaluate students’ learning outcomes.
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I generally read very carefully the comments/suggestions given by the students in the standardized
evaluation form and use that in developing or improving my teaching strategies. Students’
comments/suggestions are considered important in formulating the next course plan.
The great and wonderful rewards of University teaching are to stay in connection with young
minds and to learn more and more along with them. To see students serving for the community
and taking part to the development of the society are generally inspire me to ‘generate’ quality
skilled personnel for the future.
Evidence of teaching effectiveness:
a) Please see the attached TRU Peer evaluation (Class Visitations) and Students evaluation
results (Section 4, 6 and 7 of this folder).
b) Received the ‘Outstanding Academic staff award’ certificates for two consecutive years,
2008 and 2009 from the Faculty of Engineering, University Malaysia Sarawak.
c) Received ‘outstanding’ teaching evaluation results from students in my previous
academic appointments.
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2. COURSES TAUGHT AND DEVELOPED
Since my Joining at TRU, I taught ten (10) different courses in the ARET and Engineering Transfer
Program. I have developed, designed and taught four new courses for our 4th-year program. These
4th year courses were offered for the first time within the ARET program after my joining at TRU.
In addition, I constantly update/refine course contents and presentation slides for all the courses
assigned to me.
2.1 At Thompson Rivers University, BC (2015-2019)
In my four (04) years of service at TRU, I have taught the following courses:
Courses Taught:
1. Civil Structural 1 (2,0,2), ARET 4600, 2 Credits-4th Year

2. Civil Structural 2 (2,0,2), ARET 4610, 2 Credits -4th Year
3. Architectural & Planning Systems 1 (2,2,2),ARET 4300, 3 Credits-4th Year (Structure
Part)
4. Architectural & Planning Systems 2 (2,2,2),ARET 4310, 3 Credits-4th Year (Structure
Part)
5. Structural Analysis (3,0,0), ARET 3600, 3 Credits-3rd year
6. Fluid Mechanics (4,0,0), ARET 3400, 3 credits- 3rd year
7. Statics and Strength of Materials (5,0,0), ARET 2600, 3 Credits-2nd year
8. Civil Technology 1 (4,1,2), ARET 1400, 3 Credits-1st year
9. Construction Surveying (60 Hours), ARET 1410, 3 Credits-1st Year
10. Engineering Graphics (2,0,3), DRAF 1520, 3 Credits-1st year (Engineering Transfer
Program)
New Course Developed:
1. Civil Structural 1 (ARET 4600)-4th Year

2. Civil Structural 2 (ARET 4610)-4th Year
3. Architectural & Planning Systems 1 (ARET 4300) 4th Year (Structure portion)
4. Architectural & Planning Systems 2 (ARET 4310) 4th Year (Structure portion)
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2.1.1 Academic Year of 2015-2016
The detail of the courses I taught in the academic year of 2015-2016 are as follows:
Credits
# of
Subject Section Term Title
Students
1 ARET3400 01 Fall 2015 (Sep-Dec)) Fluid Mechanics 28 3
2 ARET4600 01 Fall 2015 (Sep-Dec)) Civil Structural 1 11 2
3 ARET4600 L01 Fall 2015 (Sep-Dec) ) Civil Structural 1 11 0
Architectural & Planning system

4 ARET 4300 01 Fall 2015 (Sept-Dec) 11 3
1
5 ARET 4310 01 Winter 2016 (Jan-Apr) Architectural & Planning 2 09 3
6 ARET1400 01 Winter 2016 (Jan-Apr) 20) Civil Technology 1 31 3
7 ARET1400 L01 Winter 2016 (Jan-Apr) 20) Civil Technology 1 12 0
8 ARET1400 L02 Winter 2016 (Jan-Apr) 20) Civil Technology 1 18 0
9 ARET1400 S01 Winter 2016 (Jan-Apr)620) Civil Technology 1 14 0
10 ARET1400 S02 Winter 2016 (Jan-Apr) 20) Civil Technology 1 16 0
11 ARET1410 01 Winter 2016 (Jan-Apr) 20) Construction Surveying 29 3
12 ARET1410 S01 Winter 2016 (Jan-Apr) 20) Construction Surveying 19 0
13 ARET1410 S02 Winter 2016 (Jan-Apr) 0) Construction Surveying 10 0
14 ARET4610 01 Winter 2016 (Jan-Apr) 20) Civil Structural 2 9 2
15 ARET4610 L01 Winter 2016 (Jan-Apr) 20) Civil Structural 2 9 0
Note: Section 01-lecture for group 1,

L01- lab class for group 1,
S01- Seminar for group1
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# of
Subject Section Term Title Credits
Students
1 ARET 3400 01 Fall 2016 (Sep-Dec) 0) Fluid Mechanics 26 3
2 ARET 3600 01 Fall 2016 (Sep-Dec) 0) Structural Analysis 24 3
3 DRAF 1520 01 Fall 2016 (Sep-Dec) () Engineering Graphics 57 3
4 ARET 1400 01 Winter 2017 (Jan-Apr) Civil Technology 1 38 3
5 ARET 1400 L01 Winter 2017 (Jan-Apr) Civil Technology 1 19 0
7 ARET 1400 S01 Winter 2017 (Jan-Apr) Civil Technology 1 20 0
9 ARET 1410 01 Winter 2017 (Jan-Apr) Construction Surveying 37 3
10 ARET 1410 S01 Winter 2017 (Jan-Apr) Construction Surveying 19 0
# of
Students
1 ARET 3400 01 Fall 2017 (Sep-Dec) Fluid Mechanics 18 3
2 ARET 3600 01 Fall 2017 (Sep-Dec) Structural Analysis 19 3
3 DRAF 1520 01 Fall 2017 (Sep-Dec) Engineering Graphics 51 3
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# of
Students
Statics and Strength of
4 ARET 2600 01 Winter 2018 (Jan-Apr) 36 3
Materials
5 ARET 1400 01 Winter 2018 (Jan-Apr) Civil Technology 1 28 3
10 ARET 1410 01 Winter 2018 (Jan-Apr) Construction Surveying 26 3
2.2 At University Sarawak Malaysia (2007-2011)
Courses Taught:
2.2.1 Undergraduate Level:
1. KNS 1013, Statics, 3 Credits-1st Year

2. KNS 1053, Dynamics, 3 credit-1st Year
3. KNS 1063 Strength of Materials, 3 Credits-1st Year
4. KNS 1633 Engineering Mechanics, 3 credit -1st Year (old)
5. KNS 1461 Civil Engineering Laboratory 2-1st Year
6. KNS 2413 Introduction to Reinforced Concrete Design 3 credits -2nd year
7. KNS 3173 Reinforced Concrete Design, 3 credits-3rd Year (old)
8. KNS 3643 Reinforced Concrete Design , 3 credits-3rd Year (new)
9. KNS 4442 Integrated Design Project (semester 1 & 2)-4th Year
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2.2.2 Graduate Level
1. KNS 6213 Advanced Prestresses Concrete Design, 03 Credit-Master’s Program

2. KNS 6603 Advance Numerical Methods in Civil Engineering, 03 Credits- Master’s
Program
2.2.3 New Courses Developed
1. KNS-6213 Advanced Prestressed Concrete design,3 Credit- Masters Program

2. KNS 6603 Advance Numerical Methods in Civil Engineering,3 Credits- Masters
Program
3. KNS 4442 Integrated Design Project (semester 1 & 2)-4th Year
2.2.4 Teaching Award
Received excellent academic staff award (Teaching) in the year of 2008 and in 2009, Faculty of
Engineering, University Malaysia Sarawak.
2.3 At Curtin University of Technology (2005-2007)
2.3.1 Undergraduate Level
1. Engineering Mechanics 100, 25 credit points (Sem1 & Sem 2)-1st Year
2. Structural Design 266, 25 Credit points (semester 2)-2nd Year
3. Civil & Structural Design 365 , 25 Credit points (semester 1)-3rd Year
4. Civil & Structural Design 366, 25 Credit Points (semester 2)-3rd year
5. Geotechnical Engineering 466, 12.5 Credit Points (Semester 2)-4th Year
6. Integrated Design and Construction 463 (Semester 1& 2)-4th Year
2.3.2 New Course Developed
1. Integrated Design and Construction 463 (Semester 1 & 2)-4th Year
2.3.3 Staff Award
Obtained YB Lee Award for Staff Achievement 8 June 2007 “Curtin Recreational Committee”
Curtin University of Technology, Sarawak.
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2.4 At Chittagong Univ. of Eng. & Technology (1990-1996 & 1999-2004)
2.4.1 Undergraduate Level
1. CE-100 Civil Engineering Drawing, No. of Credit: 1.0

2. CE-101 Engineering Mechanics, No. of Credit: 4
3. CE-105 Surveying No. of Credit: 4
4. CE-106 Practical Surveying, No. of Credit: 1.5 (2 Weeks in the field)
5. CE-200 Details of Construction and Estimating, No. of Credit: 1.5
6. CE-203 Engineering Materials, No. of Credit: 4
7. CE-204 Engineering Materials (Sessional), No. of Credit: 1
8. CE-211 Mechanics of Materials-I, No. of Credit: 3
9. CE-212 Mechanics of Materials (Sessional), No. of Credit: 1.5
10. CE-213 Mechanics of Materials-II, No. of Credit: 3
11. CE-261 Fluid Mechanics,No. of Credit: 4
12. CE-262 Fluid Mechanics (Sessional), No. of Credit: 1.5
13. CE-311 Structural Analysis & Design-I, No. of Credit: 3
14. CE-312 Structural Analysis & Design (Sessional–I), No. of Credit: 1.5
15. CE-313 Structural Analysis & Design-II, No. of Credit: 3
16. CE-361 Open Channel Flow, No. of Credit: 3
17. CE-400 Project & Thesis, No. of Credit: 3
18. CE-411 Structural Analysis & Design-III, No. of Credit: 4
19. CE-412 Structural Analysis and Design (Sessional- III), No. of Credit: 1.5
20. CE-413 Structural Analysis & Design-IV, No. of Credit: 2
21. CE-414 Structural Analysis & Design (Sessional-IV),No. of Credit: 1.5
22. CE-415 Prestressed Concrete, No. of Credit: 2
23. CE-418 Design of Steel Structures (Sessional), No. of Credit: 1.5
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3. LIST OF INDIVIDUAL STUDENT PROJECTS SUPERVISED
3.1 At Thompson Rivers University, BC (2015-2019)
In my four (04) years of service as a lecturer at TRU, I have supervised the following students
for their final year project/ research report.
3.1.1 Academic Year 2015-2016
No. Student Name Type Project Title Supervision

1 Gabor Ohm Undergraduate Autoclaved Aerated Concrete Wall system 100%
Research Projects
2 Brandon Deol Undergraduate Net zero Housing: A study on Energy Saving 100%
Research Projects
3 Brian Robinson Undergraduate Sound system enhancement of a theatre 100%
Research Projects building
4 Azia Mears Undergraduate Wood frame construction Versus concrete 100%
Research Projects construction: A critical review

1 Cody Bird Undergraduate Sustainable Design and Development of 100%
Research Projects Country-Land Park area, Kamloops
2 Devin Smithies Undergraduate Cost Effective Recycled Material Exterior 100%
Research Projects Wall Construction
3 Jacqueline Undergraduate Design of co-housing concepts with the 100%
Costanzo Research Projects medical clinic and other amenities
4 Sierra Siwek Undergraduate Self-Healing Concrete 100%
Research Projects
5 Helmut Undergraduate Energy Modeling of Profiled Steel Sheet Dry 100%
Schoenfeld Research Projects Board system
6 Cody Dennhardt Undergraduate Development of Computer Program for use in With Comp.
Research Projects Fluid Mechanics Course Sci. 65%

1 Evan Chorlton Undergraduate Modular Construction of Building wall 100%
Research Projects system
2 Keith Leung Undergraduate Road Intersection Redesign with Roundabout 100%
Research Projects
3 Saylor Gray Undergraduate Air placed concrete as an alternative to 100%
Research Projects traditional concrete construction
4 Nathan Masi Undergraduate Earthquake resistance of TRU Conference& 100%
Research Projects Residence Building
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5 Evan Martin Undergraduate Smart Home technology 100%
Research Projects
6 Anna Young Undergraduate Optimizing Heat Transfer through Window in 100%
Research Projects Building System
3.14 Academic Year 2018-2019

1 Noah Foufoulas Undergraduate Self-healing concrete 100%
Research Projects
2 Braeden Stanyer Undergraduate Site plan Development of ‘Westsyde’ 100%
Research Projects Elementary
3 Angus Tsang Undergraduate Feasibility of Green Roof in mitigating 100%
Research Projects Urban heat Island: A case study
4 Daniel Costanzo Undergraduate Design of a homeless shelter at Abbotsford, 100%
Research Projects BC
3.2 At University Sarawak Malaysia (2007-2011) and Other Universities
3.2.1 At Undergraduate Level

I have supervised more than fifty (50) Undergraduate theses (final year projects) during the
time period 1990-1994 and 2000-2007 at Chittagong University of Engineering & Technology and
Curtin University of Technology Malaysia.
During my last academic appointment as Associate Professor at University Malaysia Sarawak, I

have supervised the following undergraduate final year projects:
3.2.1.1 Academic Year 2010-2011

1 Liew Yu Voon Undergraduate Long-term deflection and cracking performances 100%
(16539) Thesis of palm shell aggregate concrete beam subjected
to transverse loading
2 Khairul Anwar Undergraduate Creep and shrinkage deformation of FRP sheet 100%
(16440) Thesis strengthened reinforced concrete beam
3 Ghazali bin Undergraduate Flexural and vibration performances of Profiled 100%
Ahmad (16263) Thesis steel sheet dry board panel.
4 Tey Yong Soon Undergraduate Influence of slag waste fine aggregates on the 100%
(17441) Thesis fresh and hardened characteristic of mortar
3.2.1.2 Academic Year 2009-2010:

1 Muhamad Irwan Undergraduate Flexural and Long-term Behavior of Reinforced 100%
Affendi Bin Thesis Concrete Beam
Zualkafli
2 James Bong Hin Undergraduate Study the Structural Behavior of Ferrocement 100%
Lee Thesis Beam
3 Ngoh Fei Phing Undergraduate Behavior of Profiled steel sheet Dry Board Wall 100%
Thesis Panel
13
4 Undergraduate Out-of plane behavior of Profiled Steel sheet Dry 100%
Thesis Board square Panel
5 Undergraduate Flexural and Time dependent behavior of Palm 100%
Thesis shell aggregate concrete beam
3.2.1.3 Academic Year 2008-2009:

1 Terence Leong Undergraduate A study on the Profiled steel sheet Dry board 100%
Shuh Onn Thesis Panel system
(13119
2 Teoh Chee Hui Undergraduate Study on the Short and Long-term Performances 100%
(13116) Thesis of Reinforced Concrete Beams Strengthened with
Externally bonded FRP Sheets
3.2.2 At Post-Graduate Level

1 Habibur Masters in Civil Flexural and Time-dependent performance of 100%
Rahman Sobuz Engineering CFRF strengthened reinforced concrete beam. (2011)
2 Md. Nurul PhD Thesis Performance of lightweight composite floor 60% (acted as
Haque system subjected to human induced vibration Co-
supervisor)
In my appointment as Research Professional at University of Sherbrooke, Canada, I assisted

the project leader in supervising one (1) PhD and two (2) Master students and few international
interns.
3.2.3 Participation in Thesis and Oral Examination Committees
Level and Number of Examinations in last 10 years
• PhD Students: 02
• Master Students: 04
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4. PEER EVALUATION (CLASS VISITATION REPORTS)
4.1 Classroom Visitation 1
15
16
17
18
19
20
21
22
4.5 Classroom Visitation 5:
23
24
5. PERFORMANCE REVIEW COMMITTEE REPORT
25
26
6. COURSE EVALUATION REPORT (STUDENTS)
The Following sample course evaluation results have been included:
Fall 2018:
Course Evaluation Report for ARET 3400
Course Evaluation Report for DRAF 1520
Winter 2019:
WINTER 2017:
FALL 2015:
WINTER 2016:
FALL 2017:
Course Evaluation Report for DRAF 1520
27
6.1 FALL 2018: Course Evaluation Report for ARET 3400
28
29
30
31
6.3 FALL 2018: Course Evaluation Report for DRAF1520
32
33
34
6.4 WINTER 2019: Course Evaluation Report for ARET 1400
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
6.12 FALL 2017: Course Evaluation Result for DRAF 1520
58
59
7. COURSE EVALUATION ANALYSIS
In the past four years, I taught 09 (nine) different courses from the Architectural & Engineering
Technology (ARET) Program and one (01) course for Engineering Transfer program. While all of
my courses receive excellent ratings in the student evaluations, I take the student feedback
seriously and change/update the course accordingly to improve my teaching. The following
presents a detailed analysis of the course assessment reports for a selected wide range of courses
that I taught in the last four academic years at TRU.
7.1 Individual Course Analysis Results
Fig. 7.1 and 7.2 show the course evaluation analysis results for 3rd-year Structural Analysis
(ARET 3600) and Fluid Mechanics (ARET 3400) courses. It is observed from the graphs that in
all instances my rating in the various group of questions from the student evaluation questionnaire
is well below to the cutoff value as defined at the Faculty of Science.
Fig. 7.3 and 7.4 represent the course evaluation data analysis of the Civil Technology 1 (ARET
1400) and Construction Surveying (ARET 1410) courses. Both of these courses are offered for
the first year students of ARET Program and I taught these courses in the winter semester of each
year. These analyses also indicate that in all instances my rating in the various group of questions
from the student evaluation questionnaire is well below to the cutoff value as defined at the Faculty
of Science.
Beside the ARET course, I taught Engineering Graphics Course DRAF 1520 for the first year
engineering students each year in the fall semester. Fig.7.5 shows the course evaluation data
analysis of this course. In this course, in all instances, my rating in the various group of questions
from the student evaluation questionnaire is well below to the cutoff value 3.0, as defined at the
Faculty of Science.
Note: Please see all the raw data for these individual course analyses in the ‘Section 6’
Scale used
i) ‘1: Strongly Agree’ ….. and ‘6: Strongly Disagree’ for all questionnaires except the Senate
question
ii) 1: Strongly Agree’ ….. and ‘4: Strongly Disagree’ for the Senate question.
60
ARET3600 Fall2018
6
5 Cut-off value=3.0
4
3
2
1
0
Fig. 7.1 Course Evaluation Data analysis for ARET 3600
ARET3400 Fall 2018
6
5
Cut-off value=3.0
4
3
2
1
0
Fig.7.2: Course Evaluation Data analysis for ARET 3400
61
ARET1400 Winter2019
6
5 Cut-off value=3.0
4
3
2
1
0
ARET1410 Winter2017
6
5 Cut-off value=3.0
4
3
2
1
0
DRAF1520 Fall 2018
6
5 Cut-off value=3.0
4
3
2
1
0
Fig.7.5: Course Evaluation Data analysis for DRAF 1520
62
7.2 Combined Course Evaluation Analysis
I) THOMPSON RIVERS UNIVERSITY, KAMLOOPS, BC, CANADA 2015-2019
Table 7.1 shows the course analysis data of twelve (12) courses I taught from Fall 2015 to Winter 2019. It is observed that in all
instances my rating in the various group of questions from the student evaluation questionnaire is well below to the cut-off value of
3.0 as defined at the Faculty of Science. The combined mean is 1.92 out of a scale of 6.0 and it is well below the to the cut-off value.
For the Senate questions, the mean is 1.63 out of a scale of 4.0.
Table 7.1 below shows the course evaluation data
Preparation Clarity
Student & & Encouragemen Availability
Attitude Organizatio Understandin Perceived Stimulation t& & Senate
Course Period s n g Outcome of Interest Openness Helpfulness Questions
ARET4600 Fall 2015 2.00 2.18 2.57 2.22 2.68 2.66 2.50 1.70
ARET1400 Winter2016 1.88 2.17 2.55 2.4 2.6 2.09 2.33 1.77
ARET1410 Winter2016 1.4 2.19 2.13 2.03 1.92 1.9 2.24 1.58
ARET4610 Winter2016 1.78 1.83 2.33 2.10 2.23 2.00 2.22 1.46
ARET1410 Winter2017 1.67 1.96 1.88 1.87 1.66 1.63 1.63 1.55
ARET3400 Fall 2017 1.79 1.42 1.60 1.43 1.72 1.67 1.38 1.50
ARET3600 Fall 2017 1.61 1.70 1.83 1.86 1.84 1.90 1.63 1.56
DRAF1520 Fall 2017 2.02 2.01 2.27 2.09 2.30 1.83 1.69 1.75
ARET3400 Fall 2018 2.01 1.48 1.57 1.55 1.71 1.58 1.56 1.54
ARET3600 Fall 2018 2.00 1.57 1.64 1.66 1.77 1.48 1.51 1.68
DRAF1520 Fall 2018 1.81 1.82 1.83 1.69 2.12 1.76 1.81 1.53
ARET1400 Winter2019 2.07 1.76 2.08 2.08 2.27 1.89 2.06 1.91
Mean 1.84 1.84 2.02 1.92 2.07 1.87 1.88 1.63
Combined Mean = 1.92 Senate Question Mean =1.63 (Scale 1 to 6 for all questions except Senate question)
63
Fig. 7.6 shows the graphical representation of the combined results. The negative sloping of the presented graphs with time clearly
indicates the improvement of my teaching with time.
Students' Evaluation
6
Student Attitudes Preparation & Organization
5 Clarity & Understanding Perceived Outcome
Stimulation of Interest Encouragement and Openness

4
Availability & Helpfulness Senate Questions
Cut-off value 3
Fig.7.6: Combined Course Evaluation Data analysis (Fall2015-Winter 2019)

Note: All evaluations criteria uses a 6-point scale (1-6) : 1-Strongly Agree, ……, 6-Strongly Disagree.
Senate questions uses a 4 point scale (1-4) : 1-strongly Agree, ……, 4-strongly Disagree.
64
Fig.7.7 below is the combined analysis graph of each individual group of questions from the student evaluation questionnaire. In all
cases, the results are well below the cut-off value as defined by the faculty of science.
Student Attitudes Preparation & Organization

6 6
5 5
4 Cut-off value 4
3 3
2 2
1 1
0 0
Clarity & Understanding Stimulation of Interest

6 6
5 5
4 4
3 3
2 2
1 1
0 0
65
Encouragement and Openness Availability & Helpfulness
6 6
5 5
4 4
3 3
2 2
1 1
0 0
Senate Questions
4
3.5
3
2.5
2
1.5
1
0.5
0
Fig 6.7: Analysis graphs for each individual group of questions
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II) UNIVERSITY SARAWAK MALAYSIA, KUCHING, MALAYSIA 2007-2011
• I have received excellent (Score > 90 out of 100) teaching evaluation results from the
students for almost all the courses I taught.
• I have received the best academic staff award (teaching) from the faculty of
Engineering for the two consecutive years 2008 and 2009 during my appointment at
University Malaysia Sarawak.
67
7.3 Selected Comments of Students From Teaching Evaluations
The following are the snippets from students’ comments of teaching evaluation reports
In various courses I taught since Fall 2015 in TRU. A more detail copy of sample course
evaluation reports are provided in Section 6
Fall 2015: ARET 3400 Fluid Mechanics

“It is great how you are always available for extra help”
“Good Teacher. Just more through explanations would be helpful”
“Overall a good Teacher, I hope he sticks around”
Fall 2015: ARET 4600 Civil Structural 1

What aspects of the course would you advise your instructor to retain?
“Slides well presented. Class is not “spoon fed” to you, challenges you to think and make your
own decisions. Code-book is more practical than a traditional text-book. Very helpful when asking
intelligent questions. Very knowledgeable in subject”.
“All aspects” …………………..
“The examples were very helpful. Also did a good job following the curriculum”
“All of the learning material was significant for the course and the program”
“Excellent class. Challenges you to think, well taught with a knowledgeable instructor”
“Instructor has very good knowledge of the subject”. “I am very happy with the way the course
was and happy to have learned what was taught”
WINTER 2016: ARET 1400 Civil Technology 1

“Do more examples with the class following along”
“All good”
“The slide shows were great. They helped a lot when reviewing for assignments and exams”
“Seminars are FANTASTIC!”
“Really great Slides, I liked that you made an effort to improve people’s grades if they came to
class regularly”
68
“Loved how much math there was”
“Keep Ehsan, remove Nicole.”

“You can tell Ehsan Really cares about the students and their learning”.
“The lectures and seminars with Ehsan were good and informative and he explained to the best
of his ability. The lab portion with Nicole Link of ARET 1400 was not, in my experience,
satisfactory”
“Ehsan Ahmed has been a great instructor; he is very knowledgeable, willing to assist beyond
his scheduled availability”
WINTER 2016: ARET 1410 Construction Surveying

“All Good”
“All of the field assignments were a good learning experience. The challenges were fun and
team-building”.
“I felt like I had an enjoyable learning experience in the two weeks I spent here”.
WINTER 2015 ARET 4610:Civil Structural 2

“Very little to complain about the class, well instructed, presented and taught.”
“The materials covered in class were all good to know”
“The lectures were pretty good”
“Lectures were good”
“Good lecture notes. Good Class atmosphere”
“Very knowledgeable instructor. Presents concepts clearly and can answer any and all question
asked. Engages students to ask questions and really challenges you to think for yourself”
“Instructor is very knowledgeable on the subject. Has a high level of understanding. Very
pleasant person to have as a teacher”
Winter 2017: ARET 1410 Construction Surveying

“Ehsan’s approach is much more thorough, visual and cohesive.”
“I really enjoyed the experience and getting to learn the equipment”
69
“I really enjoyed this two week course and highly recommend it”
“It was an amazing experience”
WINTER 2017: ARET 1400 Civil Technology 1

“The slideshows are very informative. When I was lost in lecture, it was fairly easy to read the
slides and catch myself up”.
“Good delivery of notes and course content”
“The seminars were very helpful”
“Calculation are great too”
“Keep up the good work”
Fall 2017: ARET 3600 Structural Analysis

“Great marking, returned assignments quickly, always enough time to do assignments. Very
enthusiastic about work..”
“Helping with assignment questions during class time”
“All good”
“Was good. Ehsan Knows what he is doing”
“Thanks Ehsan”
“All Good”
“Nothing, the course is explained fully, all examples are gone over and the marking for
assignments are fair and accurate to the learning we obtained in the class.”
“Exam Format is good. The note package are very helpful. Very fair marking and having the
ability to resubmit work if it is totally wrong helps a lot.”
“Organized, available for help. Overall good.”
“Very Helpful instructor”
Fall 2017: DRAF 1520 Engineering Graphics

“He respects the students and gave us a lot of practice”
70
“Really nice to see examples retaining to the real world. The thread section was very good and
useful.”
“I think Ehsan is a very fair instructor that cares about our education.”

“The enthusiasm. Ehsan was very passionate and communicated clearly. He is an awesome
professor and knows his stuff. Very brilliant.”
“Thanks Ehsan”.
“I learned a lot in this class and I enjoyed being in this class .The material was delivered very
well”.
“Professor wants everyone to succeed and really puts in the effort. Great to have as a teacher.
Fall 2018: ARET 3600 Structural Analysis

“Enthusiasm” “Everything, Ehsan is one of the best professors in this program.
“Keep doing examples on the board. Much easier to understand and learn rather then examples
in notes”
“Lots of in class examples are excellent!”
“Ehsan is a very good professor who is passionate about the subjects he teaches and is able to
teach if efficiently and diligently.”
“I really liked how Ehsan applies everything to the real world and puts in effort to really make
everyone understand. Great to have as a teacher”.
Fall 2018 DRAF1520 Engineering Graphics
“His attitude”
71
“I liked all the assignments and how they were similar to test questions so it was easier to
understand”.
“He marks incredibly fast, like fastest marker in the engineering program and it was so nice. He
was also very kind to us”.
“Class was well organized and was really good at getting marks back in a timely manner!”
“Very fast marker, very approachable”.
“Loved it !”
“This class was well organized and we always had quick feedback on our assignments. I really
appreciated the help and support our professor offered”.
“Great class I enjoyed it” “I enjoyed this class, thanks Ehsan!”
“I found it challenging Very nice and well run class. Well done!”
72
8. PROFESSIONAL DEVELOPMENT IN PEDAGOGICAL AREA
As part of my professional development, I have attended various conferences, workshops, and

seminars during my service at TRU. In addition, I have presented and published my teaching-
related research works in these conferences. The brief details of some of my works are as
follows:
8.1 At Thompson Rivers University, Kamloops, BC, Canada (2015-2019)
Presenting or Publishing articles
i) WCCCE - The 21st Western Canadian Conference on Computing Education: TRU,

May 6-7, 2016.
(Presented & Published)
Abstract:
In the last two decades, the use of computer and particularly personal computers has brought
revolution in the teaching of engineering courses. Computer-aided design and sophisticated
analysis packages have changed the engineering curriculum, making it possible for students to
analyze and design at a level of precision impossible to accomplish with hand calculations alone.
Much of this improvement, however, occurs at the upper end of the engineering curriculum. At
the introductory level, the impact of computer software on the teaching of fundamental concepts
has been less successful. However, in the USA and some other developed countries, the use of
computer analysis package is also encouraged at the introductory level. This paper will critically
examine the impact of computer software/analysis packages on the students' learning with
reference to structural engineering course. It will also highlight the bridging gained and pitfalls
observed from this recent change in the engineering curriculum.
73
ii) BCNET Conference 2017: SFU Harbour Center, Vancouver, BC April 25-27, 2017
(Oral Presentation as invited Speaker)
Abstract:
Motivation to learn is paramount to student success and considered as the key to learning.
Motivational planning can be integrated with instructional planning, or it can be used in addition
to instructional planning. This talk will address the construct of motivation as it relates to the
learning process. The impact of instructional technology on student motivation through an
innovative web-based problem-solving system is the main focus of this talk. The development of
a web-based problem-solving system and its evaluation process will be discussed by addressing
the foundational principles of motivation.
In many ARET course of TRU, the basic formulation of various problems are solved either using
traditional hand calculation method or by using a scientific programmable calculator. Although
this method directly involves the learners and develop their cognitive thinking, it may distract the
learners in achieving the course objectives and outcomes. Furthermore, when using a
programmable calculator in solving problems, most of the learning sequences are performed by
the in-built ability of these powerful calculators. Therefore, students using these types of
Calculator are liable to be lacking in engineering common sense and intuition.
Thus, it is needed to develop a problem-solving system that will not only enhance student’s
motivation towards learning but also improve the engineering common sense and intuition. The
proposed web-based problem-solving system is one such technology.
The outcome of this research results will be helpful in establishing a suitable instructional design
model of motivation for engineering students.
74
iii) CSCE Annual Conference 2018: Fredericton Canada, June 13-16, 2018
(Presented & Published)
Abstract:
Profiled Steel Sheet Dry Board (PSSDB) composite panel has been proven to be an effective
structural system and can be exploited for a variety of structural purposes. As a flooring system,
the PSSDB floor carries the out of plane bending and shear mainly in the direction of corrugation
of profiled steel sheeting. For such a flooring system, human-induced vibrations are becoming
increasingly vital serviceability and safety issues. In this paper, investigations are carried out on
the vibration performances of the PSSDB floor panel. Numerical analysis using a commercially
available FEA code is carried out to evaluate the performance of a single span panel subjected to
human-induced vibration. It also establishes the Dynamic Amplification Factors (DAFs) for
displacement and acceleration responses. It is observed, the closer spacing of connectors in the
PSSDB panel and increasing the thickness of the dry board significantly reduced the peak
acceleration of the system. Also, vibration characteristics can be improved by increasing the
amount of damping of the floor system.
75
In addition, I have attended the following conferences/seminars/workshops as part of my professional development. Please see the attached sample certificates.
a) Seminars, Workshops or Professional meetings
No. Seminar/ Role Date and place Attended Sessions Remarks/Outcomes
workshop
1 Wood Design & Construction Participator Vancouver Convention a) Design Adventures with Glue and Nail laminated Panels. Earned Continuing Education hours: One (1) learning hour per
Solutions Conference Centre, Vancouver, b) Design Inspiration: A showcase of Wood Design Award Winners from 2015. session.
c) Multi-Functional Panels.
(Feb.28-Mar.01, 2017) d) Humane Modernism: The Arch. of Bohlin Cywinski Jackson. Please see Certificate in ‘G_Other documents’ folder
2 FPSE AGM at Victoria Participator as steward Victoria, BC All events of AGM Learned about the University faculty unions. Got better
15-18 May 2017 understanding how TRUFA is working and maintaining liaison
with its parent bargaining organization
3 Wood Design Luncheon Participator Kelowna, BC a) Carbon 12: A CLT case study in Design and Construction Interacted with researchers, shared and exchanged research
Conference Nov. 22, 2017 b) Timber Pre-Fabrication of the Brock Commons Building ideas; attended the exhibitions. Identified few future potential
c) Ronald McDonald House: A case study on Hybrid Tilt-Up Construction. research areas based on local available facilities.
Please see the Certificates (Folder G)
4 2018 Wood Design Luncheon Participator Kelowna, BC a) British Columbia Building Code 2018; Building Code Revisions, Prefabrication and Modular
Conference November 20th, 2018 b) Tall Buildings through the site-specific Regulation (SSR) Process Construction
c) Platforms for life, Generative Housing system Technology. Certificate Received
5 2019 National Workshop on Participant & Westin Hotel, Ottawa a) State of wood education, engineering focus Advance wood education workshop;
Wood Education Contributor February 8th and 9th, 2019 b) Labour market studies Review of New Wood Design Manual
c) BIM trends in wood construction
d) Student Wood Design Competition(s)
6 Lancaster’s 2019 Human Participator Sheraton Centre Hotel, Keynote: Corporate Immunity for Human Rights Abuses Abroad-What can be Learned about various policy and procedures related to Human
Rights and Accommodation Toronto done about it? rights and accommodation cases
conference and workshops April 3-4, 2019 Attended all the panel discussions
b) In-House Seminar/Workshop/Conference
NO. Seminar/workshop Role Date and place Attended Sessions Remarks/Outcomes
1 15th Annual Teaching Practices Registered Participants TRU All Sessions of “Adventures in Teaching” Professional Development, Interaction with colleagues, Learned
Colloquium Feb. 19, 2019 various Teaching & Learning methods , and research outcomes.
2 Teaching Portfolio workshop TRU All sessions Learned how to prepare and organize the Teaching Portfolio for
June 02, 2017 tenured and promotion.
3 In service day Program Participator Feb. 22, 2017 Full Day Program Learned how sustainable thinking can directly improve the life
and work
4 Information Security Awareness Participator TRU Online session Certificate of Attendance
Essentials I July 2016
5 'Timed Talks' - Wednesday, Participator February 13, 2019, 3:30pm - 5:00pm Date : Wednesday, February 13, 2019 This workshop is intended for faculty, staff, students, and
Time : 3:30pm - 5:00pm administrators… anyone who has to speak in front of a group in a
Location: OL 340 limited amount of time. This workshop offered tips and
Campus: Kamloops Campus strategies for planning your talk and for managing yourself as
you present.
76
8.2 At Other Universities:
I have attended many teaching & learning related workshop as part of my professional
development in my academic career.
Some of the Training that I attended are listed below:
• Participated in “UNIMAS online learning system, Morpheus Basic and Advanced

Workshops. Organized by Centre for applied learning and multimedia, UNIMAS,
Malaysia, 23 May 2008.
• Workshop On “Research Grant Proposal and Postgraduate Supervision”, Curtin
University of Technology, Miri, Sarawak, Malaysia, 29-30 August 2006.
• Participated Workshop on “Research Writing”, Curtin University of Technology, Miri,
Sarawak, Malaysia, 18-22 July 2005.
• Participated in Professional Development workshop “Tutorial workshop I”, Curtin
University of Technology, Miri, Sarawak, Malaysia, 29 July 2005.
• Participated in Training Course on “Technical Report Writing”, Engineering Staff

College, Dhaka, Bangladesh, 25-27 February 2003.
• Participated in Workshop on “Environment Protection and Pollution Prevention Issues

and initiatives” Organized by Bangladesh University of Engineering and Technology
(BUET) and North Carolina A&T State University (NCATSU) 12-14 March 2002, BUET,
Dhaka, Bangladesh.
• Participated in “Orientation Workshop on Participatory Approaches for Community
Development” International Training Network (ITN), Bangladesh-: Centre for Water
Supply and Waste Management, 12-13 May 2001, Bangladesh.
• Post-graduate training on ‘Aseismic design and construction’ Institute of Earthquake
Engineering & Engineering Seismology, University of St. Cyril and Methodius, 21 Sept.- 11
Dec. 2001, Skopje, Macedonia.
• Training on ‘Simulation Models in Engineering and Technology’, Indian Institute of
Technology (IIT), 12-23 March 2001, Madras, India.
• Participated in “Orientation Workshop on Gender” International Training Network:

Centre for Water Supply and Waste Management, 07-08 October 2000, BUET Dhaka.
• Training on ‘Low-Cost Housing Technology’. Building Research Institute, 4-9,
December; 1993, Dhaka, Bangladesh.
77
9. SAMPLE TEACHING MATERIALS
78
9.1 SAMPLE COURSE OUTLINE
79
80
81
9.2 SAMPLE ASSIGNMENT
Assignment 10 ARET 1400
Marks
10 1) The sketch below is the plan of a building site which is to be excavated to an elevation of 840 meters.
Using the10 meter grid, determine the volume of material to be removed.
82
Marks
10 2) By the method of coordinates, determine the cross-sectional areas of the section shown in Figure below. Compute
the volume of earthwork between the sections.
83
Marks
20 3) Determine the volume of the earthworks required for the alignment shown below. After correcting for
curvature and allowing for a swell factor of 12%, is the final volume a WASTE or a BORROW?
84
Marks
10 4) You have been instructed to design a crest vertical curve that will connect a highway segment with a 3%
grade to an adjoining segment with a -1% grade. Assume that the minimum stopping sight distance for the
highway is 540 feet. If the elevation of the PVC is 1500 ft, what will the elevation of the curve be at L/2?
Take height of driver’s eyes above the ground, 3.5 ft and height of the object above the roadway, 0.5 ft.
10 5) Determine the length of a Sag type vertical curve given that the incoming grade is at a slope of -5.37% and
the outgoing grade is at a slope of +4.35%. Assume a design speed of 90 km/h and that the road is a country
road therefore NOT ILLUMINATED and the road is on a TANGENT.
NOTE: t = 2.5 seconds
85
9.3 SAMPLE MID-TERM EXAM
Thompson Rivers University

Architectural & Engineering Technology
ARET 3400-Fluid Mechanics
Mid Term Test-2018

October 29, 2018
Student Name (ID): _____________________
Question 1.
The space between two large flat parallel walls 15mm apart is filled with a liquid that has an absolute
viscosity of 0.9 Pa-s. Within this space, a thin flat plate 600 mm by 250 mm is moving with a
velocity of 500 mm/s. The plate is located a distance of 3mm from one of the walls. Assuming linear
variations of velocity between the plate and the walls, determine the viscous force exerted on the
faces of the plate by the liquid.
Fig. 1
Question 2.
86
The diagram below shows a circular gate in the side of a water (10°C) reservoir. The gate has a diameter
of 0.80 m and is hinged along its upper edge as shown. The top of the gate is located 2.4 m below the
surface of the water. The gate is built into a wall of the reservoir which has a slope of 60° from the
horizontal as shown.
Fig. 2
Determine:
a.) the resultant of the pressure forces acting on the gate.
b.) the location of the resultant pressure force with respect to the hinge.
c.) the moment of this force about the hinge.
87
Question 3.
Fig. 3 shows a reservoir that is to deliver water to a sprinkler head at a lower elevation. The nozzle has a k
factor of 0.10 based on the φ 20 mm diameter and can be modeled as a section of φ 20 mm pipe 0.2 m
long. The 500 m long aluminum pipe has a roughness ε=0.00006 m and includes an open gate valve.
Determine the minimum height h that the reservoir water surface must be above the level of the nozzle if
the velocity of the water leaving the φ 20 mm nozzle must be 21m/s or greater.
K=0.2
Fig. 3
88
Question 4.
Figure 4 shows an open manometer. The manometer has an upward loop with Alcohol, relative
density 0.84 and a downward loop with mercury, relative density of 13.56. The vessel, A,
contains water at 10°C. Determine the gauge pressure in the vessel.
Fig.4
89
Formula and Data Sheet
F ∆v
Viscous Drag: τ = =µ
A ∆y
Pressure Force:p = ρgh where g =9.81 m/s2 = 32.2 ft/s2

Resultant Force Acting on a Plane Surface:
I
F = ρgAh acts at below the centroid (measured along the slope)
Ay
Component Forces Acting on a Curved Surface:
I
Fx = ρgAh for a vertical projection of the curved surface and acts at below the centroid of
Ah
the vertical projection.
Fy = ρg•Vol where the volume is the volume of fluid above the curved surface, and acts through
the centroid of the volume.
Properties of Water
Temperature Absolute Kinematic Mass Weight Vapor Pressure
Viscosity, µ Viscosity, ν, Density density
°C
m2/s
N·s/m2 Kg/m3 lb/ft3
N/m2 lb/ft2
0 1.781 x 10-3 1.785 x 10-6 999 62.38 611 12.76
4 1.567 x 10-3 1.567 x 10-6 1000 62.44 814 17.00
5 1.518 x 10-3 1.519 x 10-6 1000 62.44 873 18.23
10 1.307 x 10-3 1.306 x 10-6 999 62.38 1266 26.44
15 1.139 x 10-3 1.139 x 10-6 999 62.38 1707 35.65
Centroids and Moments of Inertia of Common Shapes

Shape Area Centroid Centroidal Moment of
Inertia
d
x=
2
πd2 πd 4
Ix = Iy =
4 64
d
y=
2
Circle
Pipe Flow:
90
vd 4Q
Reynolds Number (round pipe): NR = =
ν πdν
Continuity:Q = v1A1 = v2A2
p1 v 12 p v2 w'
Energy equation: + + z1 − h f = 2 + 2 + z 2 +
ρg 2g ρg 2g g
64
Friction factor for laminar flow: f =
NR
e 
= −2.0 log d + 
1 2.51
Colebrook formula: 
f  3.7 NR ⋅ f
 
fL v 2
Darcy Weisbach equation: hf = ⋅
d 2g
Power:Power = ρQw'
Loss Coefficients for Valves and Fittings

Fitting or Valve K
Standard 45° Elbow 0.35
Standard 90° Elbow 0.75
Long Radius 90° Elbow 0.45
Coupling or Union 0.04
Entrance loss (flush end) 0.5
Entrance loss (projecting end) 1.0
Exit loss (pipe to tank) 1.0
Entry Loss Coefficients Exit Loss Coefficient
91
9.4 SAMPLE FINAL EXAM
Thompson Rivers University

ARET Program
Winter Semester 2019
NAME:____________________________
ARET 1400 – Civil Technology 1 FINAL EXAM
Marks
20
1) Shown below is the alignment for a road. The radius of the circular portion of the spiral curve is
200 meters. The Ls is 100 meters.
5 a) Determine ∆.
2 b) Determine Δc
3 c) Determine the A.D., ARC, and EXTERNAL for the curve.
4 d) Determine the T.S., S.C., C.S., and S.T. stationing. You must show your work for this
portion of the question
6 e) Determine the coordinates for the T.S. and S.T.
92
93
Marks
20 2) Due to the existing topography an unsymmetrical vertical curve is to be established as shown

below: Determine the following:
i) the elevation at the P.I.V.C.(or PVI) and E.V.C.(or PVT)
ii) the elevation at the last even 40 meter station
iii) the station and elevation of the low point.
94
Marks
10 3) A proposed highway near the city of Kamloops, BC is classified as RAU 110. Determine an appropriate
spiral length (Ls) for this road based on a radius of 600 m. The road include two lanes at 3.5 m each and
two shoulders at 2 m each.
NOTE: You must show how you arrived at your answer (IE: your calculations).
Ls =
10 4) Calculate the Stopping Sight Distance (SSD) on a Minimum Radius Horizontal Curve for a road
classified as UAU100. Assume the perception/reaction time as 2.5 seconds.
SSD =
95
Marks
05 5) A road is classified RFU-120.
Determine the minimum radius for the curve.
Rmin =
10 6) Determine the length of a Sag type vertical curve given that the incoming grade is at a slope
of -7.37% and the outgoing grade is at a slope of +6.35%. Assume a design speed of 100
kph and that it is a country road therefore not illuminated and the road is on a tangent.
NOTE: t = 2.5 seconds
Length=
96
Marks
15
7) Determine the volume of the earthworks required for the alignment shown below. After correcting for
curvature and allowing for a shrinkage factor of 15%, what is the final volume and is the final volume a
WASTE or a BORROW? The radius for the circular curve is 400 meters.
97
Marks
10
8) The sketch below is the plan of a building site which is to be excavated to an elevation
of 645 meters. Using the15 meter grid, determine the volume of material to be removed.
98
FORMULA SHEET-2019
• Maximum superelevation rates (e) for B.C. are:
◦ Rural roads (all classifications)0.06 m/m
◦ Urban arterials and freeways0.06 m/m
◦ Urban collector and local0.04 m/m – 0.06 m/m
◦ Urban ramps and low volume0.06 m/m – 0.08 m/m
• Spiral Curve
Ls 180 ∆
θs = × A.D = ( R + P ) tan +K
2R π
2
 π 
∆ c = ∆ − 2θ s Arc = R × ∆ C  
 180 
θ θ 3  ( R + P)
Es = −R
P =  s − s  × Ls ∆
Cos ( )
 12 336  2
1 θ 2  Latitude = cos angle X distance

K =  − s  × Ls
Departure = sin angle X distance
 2 60 
Note: in P and K expressions, θs are in radians.
• Design of Horizontal Curve
V2
Rmin =
127(emax + f 2 )
1
A2 Acomfort = 0.189V 1.5
Aaesthetics =
Ls = (0.56 RcV ) 2
R
Asup erelevation _ runoff = ( Rc × Ls )1 / 2 where, 100 × W × e

Ls =
2× s
V2 where, f = f 2 − f 22
SSD = + 0.278Vt 1
254( f1 ± G )
 28.65 × S 
Clearance = R 1 − cos( 
 R
• Symmetrical Vertical Curve:
99
X2
Elev. at any point ‘X’ on Curve: Y
X = YBVC + g1 ( X ) + ( g 2 − g1 )
2L
Distance from BVC to high or low point: L( g1 )
X=
g1 − g 2
• Unsymmetrical Vertical Curve
The elevation at any point (at distance X):
X
Yx = YPVC + g1 X + ( ) 2 h
l1 for the left branch (PVC/BVC side)
X
Yx = YPVT − g 2 X + ( ) 2 h
l2 for the right branch (PVT /EVC side)
( g 2 − g1 )l1l2
h=
2L
Distance from PVC/BVC to high or low point:
g1Ll1
X1 =
( g1 − g 2 )l2
Distance from PVT/EVC to high or low point:

g 2 Ll2
X2 =
( g 2 − g1 )l1
• Crest Vertical Curve Design
Lmin = K A
S2
K=
200( h1 + h2 ) 2 if, length of curve exceeds the sight distance,
2 S  200( h1 + h2 ) 2 
K= − 
A  A2  if, length of curve is less than the sight distance
S= sight distance (either stopping, passing or decision sight distance);

h1 = driver eye height (1.05 m); h2 = height of object (0.38 m)
• Sag Vertical Curve Design
Lmin = KA
100
S2 (if stopping sight distance is equal to or less than the curve length)
K=
200(h3 + S tan α )
2 S  200(h3 + S tan α )  (if stopping sight distance exceeds the length of the curve, K)
K= −
A  A2 
S= stopping sight distance (m); h3= height of headlights (0.6m);

0
α= upward angle of headlight beam (1 ); A= algebraic difference in grades (%)
• Earthwork Volume along a route
1
V = ( A1 + A2 ) × L
2
1 1 
V =  ( Astart ) + ∑ an + ( Aend ) × ( L)
2 2 
Volume correction for curvature (circular Curve)
L
Ce = ( A1e1 + A2 e2 )
2R
where ‘e’ = eccentricity of the cross section; ‘L’ = length of the arc;
‘A1’=Area at B.C and ‘A2’= Area at E.C
• For Vertically faced excavation
Volume: V= (Area of one Square) X ∑ A' s + 2∑ B ' s + 3∑ C ' s + 4∑ D ' s

4
101
• Coefficient of Friction for wet pavement (f): TAC Table 1.2.5.2
Design Operating Coefficient Of

Speed, (km/h) Speed* (km/h) Friction (f)
30 30 0.40
40 40 0.38
50 47 - 50 0.35
60 55 - 60 0.33
70 63 - 70 0.31
80 70 - 80 0.30
90 77 - 90 0.30
100 85 - 100 0.29
110 91 - 110 0.28
120 98 - 120 0.28
130 105 - 130 0.28
102
• Maximum Lateral Friction (f2): TAC Table 2.1.2.1
Design Speed Maximum Lateral

Friction* for Rural and
(km/h)
high speed urban design
40 0.17
50 0.16
60 0.15
70 0.15
80 0.14
90 0.13
100 0.12
110 0.10
120 0.09
130 0.08
103
10. CERTIFICATES RECEIVED:
Below are some certificates, I received recently
104
105
106
107
108
109
11. ACTIVITY PHOTO
Photo 1: Ginger Bread House Competition
Photo 2: Design Challenge 2015
110
Photo 3: Design Challenge 2017 Photo 4: Celebrating International Mother Language day, 2017
Photo 5: Field Visit with Students (Seaspan Building, Vancouver, 2017)
111
Photo 6 and 7: Construction Field Surveying in the year of 2016
112

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FACULTY OF SCIENCE

TEACHING OR PROFESSIONAL ROLE

Ehsan Ahmed, PhD, PEng.

My objective in teaching is to provide systematic education in the field of Engineering and

Evidence of teaching effectiveness:

2.1 At Thompson Rivers University, BC (2015-2019)

1. Civil Structural 1 (2,0,2), ARET 4600, 2 Credits-4th Year

New Course Developed:

1. Civil Structural 1 (ARET 4600)-4th Year

1 ARET3400 01 Fall 2015 (Sep-Dec)) Fluid Mechanics 28 3

2 ARET4600 01 Fall 2015 (Sep-Dec)) Civil Structural 1 11 2

3 ARET4600 L01 Fall 2015 (Sep-Dec) ) Civil Structural 1 11 0

Architectural & Planning system

5 ARET 4310 01 Winter 2016 (Jan-Apr) Architectural & Planning 2 09 3

6 ARET1400 01 Winter 2016 (Jan-Apr) 20) Civil Technology 1 31 3

7 ARET1400 L01 Winter 2016 (Jan-Apr) 20) Civil Technology 1 12 0

8 ARET1400 L02 Winter 2016 (Jan-Apr) 20) Civil Technology 1 18 0

9 ARET1400 S01 Winter 2016 (Jan-Apr)620) Civil Technology 1 14 0

10 ARET1400 S02 Winter 2016 (Jan-Apr) 20) Civil Technology 1 16 0

11 ARET1410 01 Winter 2016 (Jan-Apr) 20) Construction Surveying 29 3

12 ARET1410 S01 Winter 2016 (Jan-Apr) 20) Construction Surveying 19 0

13 ARET1410 S02 Winter 2016 (Jan-Apr) 0) Construction Surveying 10 0

14 ARET4610 01 Winter 2016 (Jan-Apr) 20) Civil Structural 2 9 2

15 ARET4610 L01 Winter 2016 (Jan-Apr) 20) Civil Structural 2 9 0

Note: Section 01-lecture for group 1,

2 ARET 3600 01 Fall 2016 (Sep-Dec) 0) Structural Analysis 24 3

3 DRAF 1520 01 Fall 2016 (Sep-Dec) () Engineering Graphics 57 3

4 ARET 1400 01 Winter 2017 (Jan-Apr) Civil Technology 1 38 3

5 ARET 1400 L01 Winter 2017 (Jan-Apr) Civil Technology 1 19 0

6 ARET 1400 L02 Winter 2017 (Jan-Apr) Civil Technology 1 19 0

7 ARET 1400 S01 Winter 2017 (Jan-Apr) Civil Technology 1 20 0

8 ARET 1400 S02 Winter 2017 (Jan-Apr) Civil Technology 1 18 0

9 ARET 1410 01 Winter 2017 (Jan-Apr) Construction Surveying 37 3

10 ARET 1410 S01 Winter 2017 (Jan-Apr) Construction Surveying 19 0

11 ARET 1410 S02 Winter 2017 (Jan-Apr) Construction Surveying 18 0

2.1.3 Academic Year of 2017-2018

2 ARET 3600 01 Fall 2017 (Sep-Dec) Structural Analysis 19 3

3 DRAF 1520 01 Fall 2017 (Sep-Dec) Engineering Graphics 51 3

5 ARET 1400 01 Winter 2018 (Jan-Apr) Civil Technology 1 28 3

6 ARET 1400 L01 Winter 2018 (Jan-Apr) Civil Technology 1 13 0

7 ARET 1400 L02 Winter 2018 (Jan-Apr) Civil Technology 1 15 0

8 ARET 1400 S01 Winter 2018 (Jan-Apr) Civil Technology 1 18 0

9 ARET 1400 S02 Winter 2018 (Jan-Apr) Civil Technology 1 10 0

10 ARET 1410 01 Winter 2018 (Jan-Apr) Construction Surveying 26 3

11 ARET 1410 S01 Winter 2018 (Jan-Apr) Construction Surveying 20 0

2.2 At University Sarawak Malaysia (2007-2011)

2.2.1 Undergraduate Level:

1. KNS 1013, Statics, 3 Credits-1st Year

1. KNS 6213 Advanced Prestresses Concrete Design, 03 Credit-Master’s Program

2.2.3 New Courses Developed

1. KNS-6213 Advanced Prestressed Concrete design,3 Credit- Masters Program

2.2.4 Teaching Award

2.3 At Curtin University of Technology (2005-2007)

2.3.1 Undergraduate Level

2.3.2 New Course Developed

1. Integrated Design and Construction 463 (Semester 1 & 2)-4th Year

2.3.3 Staff Award

2.4.1 Undergraduate Level

1. CE-100 Civil Engineering Drawing, No. of Credit: 1.0

3.1 At Thompson Rivers University, BC (2015-2019)