STUDENT PEDAGOGY PARTNER · LEARNING INNOVATION CENTRE, UCP
I've sat on both sides
of the lecture hall.
Two semesters, two subjects, one job: make the theory survive contact with
reality. First it was Artificial Intelligence. Then it was Discrete Mathematics — the course
every engineering student swears they'll never use again, right up until they're writing the
boolean logic behind an agentic workflow.
Working directly with my faculty partner, Dr. Nabeel Khalid, I helped
redesign both courses around problem-based learning and what we started calling
“AI-resilient” evaluations — assessments built for a world where every student
already has a chatbot in their pocket. Progress got defended in front of the department at
formal mid-point and final review sessions, not filed away in a report nobody reads.
The same instinct shows up outside UCP, too. I've mentored Grade 7 students
at Beaconhouse School Valencia through their first real engineering build — an automated
plant-watering system — and there's nothing quite like watching a twelve-year-old realize
their code just moved something in the physical world.
