A.2 Teaching Activities
My overall teaching activities have been solely related with the 61st CNU section which regroups scientific disciplines from control, computer engineering and signal processing. I taught these teaching as a temporary teacher (3years), teaching assistant (ATER, 1year), and then as associate professor (10years). These different experiences are presented in the following.
I have started teaching as a temporary teacher at the Paul Sabatier University of Toulouse, France, during my doctorate (2004–2006). Next, I have pursued as teaching assistant, specifically in French Attaché Temporaire d’Enseignement et de Recherche (ATER, 2007) for the Paul Sabatier University of Toulouse. My teachings were then mainly in the fields of robotics, control theory, image processing and real-time systems for students from bachelor’s to master’s degrees. These global teaching experiences have led to a total volume of 308hETD.
These activities were my first experience in high-graduate education. Those opportunities highlighted my interest in the scientific knowledge transmission. They also allowed me to be familiarized with the different forms of teachings. Indeed, I had then the opportunity to supervise not only tutorials (TD), practical work (TP), and long-term projects (BE); but also few courses. Especially, I also helped the teaching team by writing some TP contents, and in the students evaluation. This first experience confirmed my interest in teaching, leading me logically to apply for an associate professor position.
I was recruited as Associate Professor in September 2008 for the 61st CNU section. Until now, my teaching activities have been mainly held at INSA Centre Val de Loire on the Bourges campus. The INSA Centre Val de Loire was established in 2014 following the merger of the Val de Loire National Engineering School (ENI) and Bourges Graduate Engineering School (ENSI). With 200 members of staff (teachers, research professors, administrative and technical staff) the Institute trains 1500 students on its two campuses in Blois and Bourges, France. The Institute awards four engineering degrees:
Industrial Risk Control (MRI) in Bourges;
Information Technology and Cybersecurity (STI) in Bourges;
Energy, Risk and the Environment (ERE) together with the Cher Chamber of Commerce and Industry (CCI) Hubert Curien CFSA (Apprentice Further Training Centre) in Bourges;
Industrial Systems Engineering (GSI) in Blois
The Institute was extended in 2015 when it absorbed the National Graduate School for Nature and Landscape, which has now become the “School for Nature and Landscape” department. Like all of the INSA engineering schools, the first two years, that are common to each engineering degrees, is embedded in the Sciences and Techniques for Engineers (STPI) department. It can been noticed, that the ERE department trains engineers through apprenticeship training This program is based on a partnership between the INSA Centre Val de Loire and Hubert Curien CFSA (Apprentice Further Training Centre), which has been an expert in delivering apprenticeship-based training for over 20years.
As member of the teaching team on the campus in Bourges of the INSA Centre Val de Loire, I am mainly involved in the students formation of the Industrial Risk Control (MRI), of the Energy, Risk and the Environment (ERE), and of the Sciences and Techniques for Engineers (STPI) departments. Specifically, after having started with teaching of electronics and electrical engineering, I have participated or organized lessons on signal processing, sensors, control and robotics. These various teaching experiences imply very different pedagogical tasks. Especially, those tasks are depending on the type of intervention: courses (C), tutorials (TD), practical works (TP), tutored projects (P), long- term project team work (BE); but also according to the different degrees of scientific maturity and specialization of the concerned students, from bachelor’s to master’s degrees level. illustrates a synthetic overview of my different teaching discipline showing the degree, the number of students, and the face-time hours. In particular, I am especially involved in the implementation of the teachings materials, and to support the teaching assistants for the disciplines for which I am in charge.
The bachelor’s, master’s, doctorate system (in French License-Master-Doctorat) designed by the Bologna Process, with
L1-L3: from the 1 to the 3 year bachelor’s degree;
M1-M2: from the 1 to the 2 year master’s degree;
are the average number of students.
- C, TD, TP, P
refer to face time hours for courses (C), tutorials (TD), practical works (TP), tutored projects (P).
refers to the department of INSA , that is Sciences and Techniques for Engineers (STPI), Industrial Risk Control (MRI), Energy, Risks and the Environment (ERE). .
specifies the case where I am in charge of the discipline, especially with the implementation of the teaching materials.
- SA and SI projects
refer to the Advanced Systems (SA) advanced module, and the Industrial System (SI) project in the 4 year (M1).
Since tenured as associate professor, my average teaching load is about 280hETD. This activity load is varied depending on the recruitment and the choice of engineering students in the different departments in which I intervene. In particular, the hours performed in tutorials (TD), practical works (TP) or projects (P) depend on the number of groups (from 2 to 4 groups), especially for the bachelor’s degrees (L1–L3). Figure A.1 presents my teaching duty timeline evolution expressed in since tenured as Associate Professor.
Furthermore, some key events in the life of the Institute have also influenced my teaching loads (see also Figure 1.1). For instance, from 2011, following the integration of the former ENSI Bourges in the INSA group, I took part in the electronics training for the new preparatory cycle. In parallel, since 2011, after the ERE department creation, I have also started to form the apprentices engineers to electrical engineering. In addition, various responsibilities entrusted to me have also influenced my teaching duties, and are presented hereafter.
In addition to teaching tasks, different obligations are related to the mission of teaching-researchers in France. Thus, I am involved in the life of the Institute. Especially, I contribute at a local level to the scientific animations (e.g. organization of laboratory visits), transfer and training-research links. Furthermore, since my tenure, I participate in the juries of our engineering students. Similarly, since our establishment have joint the INSA group, I also contribute to select and interview the applying students (about 15 students/year). Between 2009 and 2013, I have been member of the Hygiene and Security committee of the of Bourges.
Since September 2014, I am in charge of the Nuclear Energy option of the 5 year (engineer’s degree) of the Industrial Risk Control (MRI) department. As such, I coordinate the specific lessons of the option by selecting and recruiting external professional contractors. I also organize visits (power station, simulator, etc.) for the engineering students of the option.
In March 2017, the direction of the INSA Centre Val de Loire given to me the mission of referent “racism and antisemitism”. Finally, since November 2017, I am an elected member of the ERE department council.
 Equivalent TD hours, in French heures équivalentes TD (hETD) is the reference hour to calculate the teaching duties. The rules are as follows: 1h of course = 1.5hETD, while the others, e.g., 1h of tutorial (TD) = 1h of practical work (TP) = 1hETD.