Lakshmikanth

My view on teaching has been deeply inspired by my encounters as a teaching assistant at the civil engineering department at NDSU. My broad teaching interests lie in educating students in civil engineering courses. I have successfully instructed several undergraduate students with class sizes of 40 to 60 students at NDSU, Jyothy Institute of Technology and USQ universities. NITC is an institution with a demonstrated commitment to excellence in teaching and education and it would be my privilege to implement my teaching philosophies for the advancement of this effort. Conversations with my peers in industry revealed that my observations are indicative of a situation that is widespread. The inability of recent graduates to put new ideas onto a blank piece of paper is certainly consistent with the realities of the current structural engineering curriculum, which is heavily weighted towards methods of calculating the response of structures to load and the capacity of simple structural elements to carry load. The conventional wisdom would appear to be that design can be safely left out of the curriculum because graduates will learn it anyway once they enter practice. Creating a challenging environment begins with high expectations. Making it clear that I believe each individual is capable of mastering the material and that all students will be held to the same standards regardless of prior experience is critical for building confidence and helping students succeed. While students will be expected to achieve and surpass the tasks I set before them, I also want to acknowledge their differences in how they approach these tasks based on their backgrounds and preferred learning styles to provide a comfortable environment with the best support possible.

Other Engineering topics, Civil Engineering

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