Teaching and Learning Philosophy - I am an advocate of active and participatory learning, which encourages rigorous enquiry, and using methodologies, which promote peer engagement to promote both diversity and skills to solve highly complex problems. E.g. students are encouraged to explain to their classmates their understanding of concepts taught and their applicability in industrial situations. Furthermore, during evaluations, students are normally evaluated on their abilities to solve problems, and the extraction of valuable information, that can be used to explain natural phenomena or that of content taught. The application of theoretical concepts for different situations is highly encouraged. Students are also encouraged to contribute to interpretation and improve teaching delivery. Additionally, they are allowed to guide mini-lessons to gain confidence and lead teams including groups during practicals.



These methods are meant to achieve the following objectives; 1) to link subject matter taught to either current issues or the student’s daily lives; which leads to evaluation of 2) the relationship between the science they learn, to manufacturing of useful products they see every day and the consequence of using such knowledge in a reckless manner; 3) to use technology, e.g. mathematical and statistical software, to describe and simplify large processes while developing research skills to find information to simulate those processes and evaluate the results achieved or to refute arguments made by others (using statistics); e.g. for some of the practicals, although time consuming, they are given a brief of what is required to be achieved in that practical, with an the aim of producing a technical report at the end of that practical. e.g. production of a specific enzyme from a certain microorganism. They have to design a laboratory scale production facility, design the production conditions, media to be used, method to analyse the enzyme produced, and to report the results in a manner, which is acceptable.



Overall, I teach subjects which are technically and intellectually demanding, as they combine the knowledge of chemistry, mathematics, microbiology, analytical chemistry, and process engineering, I consider it unavoidable to emphasise the reproducibility of what students do. e.g. once the students have completed the first year, they start to work with “life cultures” in my classes for both fermentation and bioprocessing, which can easily translate to million rand worth of industrial size batches. When there is contamination during a practical of what is supposed to be a mono-septic culture, they have to repeat that practical. Similarly, if they run a culture for days on end without producing what is required, they have to repeat that practical ensuring that the products wanted are produced. Although, the method is unpopular, time consuming, it develops skills such as leadership, communication, planning/time and/or project management, and conflict resolution including the resoluteness to achieve a defined objective in a team environment. All these skills are a skills-set required by industry, were critical thinking and problem solving skills are valued highly. Thus far, several of my students have been placed in a place of responsibility, i.e., in production and being responsible for several hundred hector-litre batches, during their Work Integrated Learning for National brewers both in South African and Namibia. I am of the view that although Biotechnologists can work in a Laboratory environment, they will add value in any biological production environment as they know the biology of organisms than process engineers, and this is what I impart as part of my teaching.



Having qualified as a teacher, I try to use current research and teaching methodologies from recently published manuscripts to improve my teaching effectiveness. Additionally, for practicals and demonstrations, students are requested to read widely and consult persons outside of the academy to find relevant and current information used by industry. This creates a direct link to the translation of pure theory into something that is used in industry. This also assists in the evaluation of the reliability of what they learn in class to its effectiveness in industry.



Research Statement - My interest in research resounds from a background whereby science was taught by improvisation. The lack of equipment and general science facilities including resources meant innovation took priority. My research interests are in: 1) membrane bioreactor development and design for waste/water treatment, 2) microbial fermentation and bioprocessing systems (extracellular metabolite production), 3) biofilm engineering and 4) microsensor technology (for mass and momentum transfer in biological systems). I have completed two full research theses and a dissertation based on areas of membrane bioreactor design, dissolved oxygen delivery and bioprocessing applications using membrane bioreactors. One of the major contributions I have made to scientific knowledge was the development of a method to determine and quantify growth kinetics for immobilised microorganisms with fungal properties in membrane bioreactors. The results were published in the Biochemical Engineering Journal (Impact factor = 1.872). This led to several publications and theses by colleagues in my research group. All the manuscripts I have published were published in internationally recognised scientific peer reviewed journals, which are accredited by the DoE (S.A) and are listed in the international citation index like the Thompson ISI. Invitations received were for research collaboration from Spain (Prof. Néstor V. Torres-Daries, University of La Laguna) and to contribute to a special issue of the Asian Pacific Journal of Chemical Engineering (Guest Editor Dr. Eng. Angelo Basile, University of Calabria, Italy). My commitment to maintain an average of 1x publication per every calendar year since 2006 has been realised. In addition, I have also attended a project management course, which equipped me with skills to plan and manage research projects and funds that are under my guidance. My approach to student training (research) is to start prospective researchers as early as possible. Four out of nine students, who I have trained at undergraduate level, progressed to a master’s level. It is my view that this approach is suitable to increase postgraduate student enrolment. e.g., one of the students, Mr. M. Basitere whom I have been mentoring since 2007, managed to complete his masters in 2011, and published the results from the research at first attempt in Solvent Extraction and Ion Exchange (Impact factor = 2.0). At this stage I have supervised 9 postgraduate students successfully with several others completing their degrees in 2015/16. Furthermore, I have received >ZAR1000 K, in research funding for the research I am leading. I have established a research group, Bioresource Engineering Research Group, in the Faculty of Applied Sciences, CPUT.



Community Engagement and Service Philosophy - The greatest gift a community worker can give to a community is time. At this stage, my participation in community service is to avail myself for career orientated programmes in the form of mentoring and giving career guidance to youth from a disadvantaged background who are interested in science careers. Furthermore, I always try to avail myself to serve on science related education and training organisations at a regional and national level. e.g. to serve on national organisations such Umalusi. I believe it is through these engagements that I can fulfil my mission to use what I have learned thus far for the betterment of those less fortunate, as I have also received career guidance through my participation in such forums as a student. My service to both the academy and community proposes to accomplish the following primary goals: nurturing and developing skills including knowledge for science related careers; promoting life-long learning by participating in regional forums and at a national level.