A student understands an idea when they can explain it, apply it, and recognize where it fails.

What I am trying to produce

The outcome I want to avoid is a student who can produce the correct answer without understanding why it is correct — someone who can compile a program but cannot predict what will happen when the input changes. My role is not to prevent mistakes, but to help students identify, explain, and correct their own.

I arrived at this standard by using it on myself. As a student I learned difficult material by trying to explain it in ordinary language, and the points where my explanation broke down were reliably the points I had not yet understood. When I began teaching, I asked students to do the same, and it worked on them as it had worked on me. I have used it since as a practical diagnostic rather than as a slogan.

Where I have taught

More than eight years of university teaching experience, including close to five years as instructor of record. I have taught face-to-face, online, and hybrid courses, in two different national educational systems, and have taught mixed-ability adult learners in non-degree settings as well as university students.

Instructor

Adjunct faculty, International Islamic University Chittagong, 2017–2021 — instructor of record across four departments

Courses taught

Digital Logic Design · Computer Networks · Computer Fundamentals · Microprocessors and Microcontrollers · Discrete Mathematics · Python Programming · Management Information Systems · E-Commerce

Assistant

Texas A&M University, 2022–2026 — Network Security, Programming I, Computer Organization

Course design

Network Security, Texas A&M — full package built Spring and Fall 2025

Earlier

Teaching assistant, IIUC, 2011–2012 — Computer Graphics Laboratory, Game Theory

Adult learners

IELTS faculty, Graduate Resource Enhancing Center, 2018–2019

Modalities

Face-to-face, fully online asynchronous, hybrid

Courses I am prepared to teach, and the ones I have already delivered, are set out in full in the CV.

Laboratories and course development

I treat laboratory design and management as part of teaching rather than as a separate logistical duty. I have developed laboratory sequences and instructional materials from the ground up for digital logic, microprocessor, and networking courses, including equipment setup and laboratory examinations.

For the asynchronous online Network Security course at Texas A&M I developed a complete course package as teaching assistant — slides, staged assignments, and assessments aligned to stated learning objectives.

Designing around the actual barrier

That course was fully asynchronous with students spread across time zones, so no single office-hour schedule could serve everyone. The barrier was not pedagogy; it was access to help at the moment of getting stuck. I built an AI assistant grounded in the course material and kept extending it over the term using the questions students were actually bringing to my teaching-assistant hours, so the explanations it could give moved closer to where students were failing.

The general principle it taught me: when students are struggling, identify the actual barrier first and design around that, rather than simply adding more instruction.

Teaching when answers are easily generated

In an introductory programming course I became aware that students were using language models to complete assignments. Rather than spend the semester on detection, I redesigned parts of the work so that the generated output became the object of study. For each problem I gave the class a specific prompt to run through the model and asked them to bring back what it produced; we then read it closely, identified its assumptions, tested where it broke, and decided what needed to change.

The questions changed. Instead of quietly copying code, students began asking why a generated solution had been structured a particular way and why it failed in a particular case. I would not treat one course as controlled evidence, but it shaped how I now design assignments.

From following instructions to asking questions

I have supervised five undergraduate theses and senior projects from proposal through defense — Kangdong Yuan at Texas A&M, and Muntasir Fahim, Rahat Talha, Md Imrul Hasan, and Md Shamsuddin Mahmud in Bangladesh. Two of them have continued working with me as collaborators and co-authors on an ongoing survey of post-quantum cryptography. That progression — from carrying out an assigned procedure to formulating a question, choosing a method, interpreting evidence, and defending a conclusion — is the outcome I value most.

At graduate level I am particularly interested in teaching seminar courses in usable security and privacy, human-centered cybersecurity, and the evaluation of AI systems, in which students work directly with primary literature rather than with summaries of it.

Access is a prerequisite for learning

When instruction moved online during the pandemic, the immediate obstacle for some of my students was not pedagogy but hardware. Students without suitable computers could not participate at all. I bought and collected discarded machines, repaired them, and provided more than twenty-three working computers and laptops to students who needed them.

I approach accessibility with the same reasoning. Rather than treating it only as a response to an individual accommodation request, I build it into course design from the start — reviewing materials for screen-reader compatibility and document structure, and checking whether instructions can be followed without relying on visual cues alone.