Teaching record

Courses taught:

Courses in functional programming, logic programming and multiagent systems at advanced undergraduate level, California Institute of Technology, Fall, Winter and Spring quarters, 1998-2002.

Project course in computational modeling of biological systems at advanced undergraduate level, California Institute of Technology, Fall, Winter and Spring quarters, 1998-2002.

I co-taught a course in the Industrial Design program at the Pasadena Art Center. This concerned metaphor and its computer representation.

Scheme at freshman computer science level, UCLA, Winter and Spring quarters 1995.

Introduction to databases at 3rd and 4th year undergraduate level, UCLA, Spring quarter 1995.

Artificial Intelligence at 2nd, 3rd and 4th year undergraduate levels - London University 1970-1984.

Artificial Intelligence, senior year, CS461, University of Southern California, 1982.

Expert Systems at graduate level - EE599 at University of Southern California 1982-85. USC made a video course of my lectures which was sold.

Programming Languages at second year undergraduate level - London University 1970-1976, at CMU 1967.

Representation of data structures at second year undergraduate level - London University 1976-80.

Introductory programming at first year undergraduate levels, for computer scientists - London University 1978, UCLA 1968, for engineers - London University 1975-1980.

Masters level courses in Artificial Intelligence (72 hours) - London University 1976-84.

Masters level reading courses in Brain Theory, and in Robotics - London University 1978-1981.

Course development: All these courses were developed for the first time by me. They were taught every year in the intervals indicated. They are all 36 hours presentation time unless otherwise indicated.

Using the web: My Caltech CS101 courses are all entirely web-based. That is, all the lectures are in the form of slides on a webpage, presentations project these pages in the classroom, homework is set via a webpage, students' answers are put on their own webpages. Email is used to announce setting of homeworks and students notifying generation of answers on given URLs. Consultation with the instructor and teaching assistants is provided via email 24x7. This system works well and students like it.

Teaching evaluations: Although in London I voluntarily used student feedback forms designed by myself, the only independently administered student questionnaires have been done in the US, namely: (i) EE599 at USC in 1984, this gave an above average evaluation, (ii) CS22 at UCLA, an overall rating of 6.5 which I believe is well above average, (iii) at Caltech in 2001, I had a three year review of my teaching and was given high scores and my position renewed.

Courses for teachers: In addition, I attended as a student and the next year participated as a tutor in three day courses at the London University Teaching Methods Research Unit, in which we helped beginning professors to become more aware of teaching techniques.

High school teaching: I also taught part-time for a year in a high school in London when I was in graduate school. This was A-level physics. I also did some private tutoring in O-level mathematics in London.