Oluwasola
Babcock University
Computer Science (Software Engineering)
Graduate
DBS
14About Me
Professor Oluwasola Stephen Maitanmi, PhD, is a distinguished academic leader and researcher whose career spans more than two decades of advancing software engineering education, digital learning innovation, and technology‑enabled community development. His expertise cuts across software engineering, cyber‑physical systems, cloud computing, big data, embedded systems, and ODeL, supported by an extensive scholarly record that includes multiple authored books and over 30 peer‑reviewed publications. He has taught and supervised learners from undergraduate to doctoral levels, consistently integrating industry‑aligned tools, hands‑on technical training, and research‑driven pedagogy to strengthen student capability and academic excellence. In leadership roles—including Head of Department and Deputy Director of BUCODeL—he has driven curriculum reform, secured accreditation successes, enhanced online learning infrastructures, and championed institutional quality assurance, notably leading the development of a university‑wide online examination platform. His influence extends beyond the university through service as a journal and book reviewer, national content developer, and active member of professional bodies and international academic networks. With advanced training in quantitative and qualitative research, grant writing, and interdisciplinary collaboration, he continues to pursue impactful research and funding opportunities that address real‑world challenges. Deeply committed to digital inclusion and community empowerment, he remains focused on expanding access to quality education and fostering innovation, contributing to academic communities across the US, UK, and globally with a proven record of scholarship, leadership, and transformative educational practice.
My teaching style
The following four types of teaching techniques are my best methods
1. Inquiry-Based Learning
Students learn by asking questions, investigating, and constructing their own understanding.
Key features
• Students generate questions and explore answers.
• Teacher acts as a facilitator, not a lecturer.
• Encourages curiosity, critical thinking, and problem solving.
Example: Students investigate “How does climate change affect my community?” and present findings.
2. Problem Based Learning (PBL)
Students work on real world problems without predetermined solutions.
Key features
• Learning begins with a complex problem.
• Students collaborate to research, test ideas, and propose solutions.
• Builds teamwork, research skills, and resilience.
Example Designing a low cost water filtration system for rural communities.
3. Project Based Learning
Students create a tangible product or project over time.
Key features
• Long term, interdisciplinary projects.
• Students plan, design, and present outcomes.
• Develops creativity, communication, and ownership.
Example Creating a documentary on local history.
4. Cooperative/Collaborative Learning
Students learn through structured group activities.
Key features
• Shared goals and roles.
• Peer teaching and peer accountability.
• Builds social skills and deeper understanding.
Example Jigsaw method: each student becomes an “expert” on one part of a topic and teaches the group.
My past experience
I have taught and mentored numerous students who began with little or no foundational knowledge and progressed to exceptional levels of competence. Many of them now hold leading positions across major organizations in Africa, Europe, the Western world, and Asia.
My Proudest Achievements
One of my proudest achievements is having mentored students who were once dismissed or underestimated by others. Through patience, empathy, deep subject knowledge, and a commitment to research and holistic development, I helped them unlock their potential. Today, many of them have risen to prominence and are making meaningful contributions across diverse fields. Another moment of deep personal and professional fulfillment came during my time in Berrien Springs during my Postdoc program, in USA, a few years ago. After reviewing one of my academic papers, my mentor, Emeritus Professor Larry Burton, remarked that he had nothing to add. His affirmation meant a great deal to me — it was a powerful validation of my ability to write with clarity, precision, and scholarly rigor, requiring no corrections. I am therefore willing to lead others to same pedestal.
I teach
- 16+
- 13+ Tutors
- 13+
- 11+
- C++
- CSS
- Computer Science
- Microsoft Office
- Microsoft Powerpoint
- PHP
- Web Design
- Database
- Coding
- Science
My Results and Achievements
- A-Level GCSE computer: (Full marks in EPO)
- Programming (Full marks in EPO)