I believe that electrical engineering students should think like an engineer. They should be able to consider practical limitations in solving real-life problems. Every time they face a new problem they should be able to break it down into smaller, more manageable parts. For each subproblem, they should have the ability to choose a suitable model that considers physical, computational, security, and time constraints. Completion of an engineering project is not possible without successful collaboration with other groups working on the same project. Students should learn how to carefully document their findings and manage small projects. Technology is advancing rapidly, and as a result, the electrical engineering job market is changing. The jobs available now require a new set of skills and abilities that did not exist when students began their studies. Additionally, students would have a more prosperous future in an industrial environment if classes prepared them to readily adopt new jobs and work tasks that they will encounter throughout their careers. Furthermore, the courses should prepare students for advanced studies in graduate schools and guide them towards lifelong learning. I think one of the best ways for electrical engineering students to acquire the qualities mentioned is to practice them during school. Despite the fact that the engineering curriculum offers the necessary lessons to teach students the fundamental concepts of mathematics, physics and engineering and teaches them to use different measurement and testing equipment in laboratory lessons, it would be nice as a teacher to imagine one or two of the general project for each course. These projects can be drawn...... middle of paper... Axwell equations for the electromagnetic field, boundary value problems, time-varying electric and magnetic fields. I held office hours and helped prepare and grade exams and projects. During my freshman year of college, I was part of the organization in Iran that was responsible for designing problems and organizing national competitions and training camps for students interested in physics. Olympics. I traveled to several cities in Iran and during that time held short seminars for high school students interested in physics. I enjoy teaching classes in coding theory, information theory, communications, digital signal processing, signals and systems, discrete mathematics, probability theory, estimation, and linear systems theory. I would be happy to adopt existing courses or develop new courses that integrate seamlessly with the curriculum.