Engineering Design & Product development
Teaching science and Engineering allows me to dive into the properties and applications of materials, from the atomic level to complex structures. I aim to give students a comprehensive understanding of how materials shape our world and drive technological progress.
"Material science bridges the gap between theory and practical application, unlocking the potential of new innovations." - Mr. Isomba Dennis
My passion for engineering design and product development is grounded in a lifelong pursuit of innovation, creativity, and purpose-driven problem-solving. I approach every project whether educational or technical through three core guiding principles: Ideate, Design, Solve. These principles form the foundation of my practice as an educator, maker, and engineering enthusiast.
I believe that great solutions begin with bold ideas. My process starts by encouraging open-ended exploration, critical questioning, and empathy-driven brainstorming. Drawing from Design Thinking and systems-based approaches, I engage students and teams in generating diverse ideas that address real-world needs. In my classroom and makerspace activities, I facilitate collaborative ideation sessions where learners are empowered to define problems, conduct stakeholder research, and explore sustainable, culturally relevant possibilities.
Once an idea is refined, the next step is structured experimentation. I am especially passionate about the design and prototyping phase, where abstract concepts evolve into physical or digital prototypes. My work involves teaching and applying modern prototyping tools such as:
3D printing and additive manufacturing
Laser cutting and CNC machining
Electronics prototyping using Arduino, Raspberry Pi, and microcontrollers
Computer-Aided Design (CAD) software and simulation tools
I advocate for an iterative design approach rapidly building, testing, and refining prototypes to achieve viable and user-friendly products. In both educational and professional contexts, this hands-on engagement promotes resilience, systems thinking, and technical confidence.
Ultimately, my goal is to empower learners and collaborators to become solution-oriented engineers. I emphasize data-informed evaluation, design refinement, and real-world application of prototypes. My students and peers are encouraged to test their designs against functional requirements and social contexts, ensuring each solution is practical, inclusive, and impactful.
In the spirit of continuous improvement, I integrate feedback loops, documentation protocols, and reflective practices into all development phases. Whether guiding students through NGSS-aligned engineering projects or designing professional training modules, I am driven by the desire to help individuals solve problems that matter.
Engineering design is more than just technical executio it is a mindset. Through ideating boldly, designing with intent, and solving with integrity, I seek to advance a culture of creative confidence, equity, and innovation. My commitment to using prototyping tools and digital fabrication technologies is a testament to the belief that great ideas deserve the opportunity to be built, tested, and improved.
I remain dedicated to nurturing the next generation of designers, engineers, and changemakers those who will not only imagine the future, but build it.
My 1st laser cut project
3D printer - Classroom Setup
Laser Operations 101
3D- Printed Avocado- Digital Fab Training Samples
3D- Printed Functional part- Digital Fab Training Samples
Fablab Training workshop- (Laser, Additive and CNC Routers)
My sons first project
By Mr. Bisera Isomba
One of the hidden blessings of being a teacher is how naturally learning spills beyond the classroom and into your own home. Preparing lessons, testing prototypes, and exploring new tools for my students has created an environment where curiosity is not just encouraged but lived. And without my realizing it, this everyday rhythm of making and problem-solving has had a powerful influence on my 6-year-old son.
Children watch more than they listen. Whenever he saw me sketching designs, assembling robotics kits, or preparing 3D printing projects for school, something in him awakened. What began as casual interest leaning over the table to ask what I was doing slowly grew into a spark. Before long, he wanted to press the buttons, drag the shapes, and see how things worked for himself.
He started sitting beside me during coding sessions, fascinated by how simple commands created movement and patterns. Block-based coding apps became his playground. Tools like TinkerCAD turned into father-son workshops where imagination led the way. He asked questions “Why does this move?” “What happens if I change the size?” “Can I build my own robot?” not because I forced it, but because the environment made exploration normal.
Over time, I watched confidence replace hesitation. He learned to try, fail, fix, and try again an engineer’s mindset before he even realized it. When he completed his first 3D printed design, his sense of pride mirrored that of my high school engineering students. The process was the same: dream it, build it, print it, improve it.
What struck me most was how natural the learning felt. He wasn’t “taking a class.” He was simply participating in a home shaped by creativity, tools, and problem-solving. Being a teacher didn’t just help him learn it helped him identify as someone who can build things.
“When children grow up seeing problem-solving as part of everyday life, they begin to believe that they can create solutions too.” Mr. Bisera Isomba
His interest has become a powerful reminder that our professional passions do not end at work. They become part of our families, our routines, and the legacy we pass on. Through teaching others, I was unknowingly teaching my son to imagine, explore, and make with confidence.