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Teaching Consept

Statement of teaching: Experience, interests, supervision and courses


Teaching concept


Teaching is a form of learning; it is the best way to learn and review basic knowledge and even life. Teachers are encouraged to seek continuous professional development because they are asked questions from students on a daily basis. Teaching even shapes research because it provides a chance to be continually creative.

Understanding the potential of students and discovering how they learn is the most challenging aspect of teaching. It relates directly to the educational background and personal parameters of the students, including their ability to concentrate and interpret the teacher’s words. A good teacher should be familiar with such parameters of individual students and build up his teaching on it. In other words, a good teacher should personalize the potential and problems of different students. This is particularly important for heterogeneous classes, such as international students from different cultures and varying outlooks.

A teacher is also required to communicate complex and difficult topics in a manner that is easily understandable, as well as provide everyday life examples. An example of this relates to an explanation of marriage using entropy. It would be necessary to explain how the entropy of a dimer (a couple) is less than that of a monomer (a single person) and how the association of a child creates an oligomer with less entropy and, ultimately, less free energy.

Polymer chemistry is an applied field, and its fundamental concepts can be exemplified using various available objects. For example; an illustration could be made of how small changes in the structure or connections of monomers can dramatically change the transition temperature of the final polymer and consequently change its application from an artificial glass to a flexible bag.

I always prompt students (at any level) to consider reactions and phenomena from different points of view, sometimes using impossible pathways. My job is to motivate students to learn. I should also teach them to be critical, even through well-known reactions. For example, in explaining the mechanism behind a simple reaction, I try to reach the answer using several reaction pathways. After that, I ask the students which approach is incorrect and which is appropriate and get them to explain the reason for this. Identification of the incorrect pathways and the ability to determine the reasons for this is more important than identification of the correct pathway. Postgraduate students are encouraged to discuss their projects when I teaching related topics. This is the basis of my teaching philosophy and involves asking “Why?” and “How?”

I try to learn as much as possible about my students and to locate their potential when embarking on a new course or entering a new semester. It is very helpful to meet the students individually, in particularly those who need assistance, and to cover different topics. Students who have a close relationship with their teachers are more likely to succeed academically. A close relationship between a teacher and students impacts positively on their behavior in class, thus leading to greater engagement in the learning process. Students are better able to learn from a teacher who has created a friendly and stress-free atmosphere. A strong relationship between students and the teacher is not limited to the classroom or teaching course because students tend to visualize their teacher as a model for their future career and a leader from him they can ask advice. Thus, a strong relationship is the foundation for a professional networking opportunity for students who remain in communication with their teachers long after graduating.

A good teacher should be able to transmit his knowledge to students, and this is best achieved by using language that is accessible to them. He should imagine that he is a student sitting in class and listening to the topic. Then, he should consider the most optimal language to facilitate absorption of the information by the students. A good teacher needs to prepare well for the course. I review topics before the next class and determine the best way to communicate the topic using a readily understandable language. I never proceed with a course (i.e., basic polymer chemistry or organic chemistry II) before reviewing the topic, and this remains the case even after 15 years of teaching.

Teachers must teach students the concept of teamwork regardless of the course that they are taking because graduates with this skill are more likely to be successful in their future careers and more readily able to solve problems. I exemplify the concept of teamwork by highlighting the difference between a monomer and a polymer. I demonstrate how the connections between monomers create a polymer with useful properties and high-potential applications. To convey the concept of teamwork, I design multi-step reactions and ask several teams to identify the mechanisms of each step. Finally, the students must review the steps together. Any unsolved step indicates an unsolved multistep reaction.  

I try to use new facilities and software while teaching. It is not possible to teach certain concepts without showing a good film or cartoon by way of illustration. Similarly, teaching using PowerPoint® slides only can be too hurried for students to follow. Thus, I use PowerPoint® slides, films, or cartoons along with a blackboard. Together, both strategies are useful. I also locate scientific talks (conferences) by eminent scientists on YouTube and present them together with the relevant topic in the class for postgraduate students. I encourage students to learn new software and utilize new technologies when completing their homework.

Every two weeks, I briefly review the previous topic and, sometimes, this is best achieved by setting tests. This helps students make connections between previous and new ones. I recommend that students visit the library to read new books because I personally believe that notes and other sources are not as an efficient learning tool as books.

Finally, I believe that teaching requires passion and dedication. Teachers should be able to motivate and encourage their students and illuminate their academic path. When I see my students succeed, I believe that I am also successful in my career.

Courses


Evaluation

Year

Course

Level

BS

MSc

PhD

4.88/5

2007

Organic Chemistry I

 

 

4.96/5

2007

Spectroscopy in Organic Chemistry

 

 

4.89/5

2007

Polymer Chemistry

 

 

5/5

2008

Heterocyclic Chemistry

 

 

5/5

2008

Nanomedicine

 

 

4.89/5

2008

Spectroscopy in Organic Chemistry

 

 

4.75/5

2008

Organic Chemistry II

 

 

4.85/5

2009

Introduction to Biochemistry

 

 

4.88/5

2009

Nanomedicine

 

 

4.78/5

2009

Introduction to Biochemistry

 

 

4.95/5

2010

Polymer Chemistry

 

 

4.77/5

2010

Organic Chemistry II

 

 

4.65/5

2011

Polymer Chemistry

 

 

4.99/5

2011

Advanced Organic Chemistry

 

 

4.97/5

2011

Heterocyclic Chemistry

 

 

4.71/5

2011

Nanomedicine

 

 

4.31/5

2012

Advanced Organic Chemistry

 

 

4.28/5

2012

Nanomedicine

 

 

4.88/5

2012

Polymer Chemistry

 

 

4.77/5

2013

Supramolecular Chemistry

 

 

4.8/5

2013

Advance Organic Chemistry

 

 

-

2014

Polymer-graft-Carbon based Nanomaterials and their Biomedical Applications

 

 

-

2014

Advanced Topics in Polymer Science

 

 

-

2016

Advanced Topics in Polymer Science

 

 

-

2016

Polymer-graft-Carbon based Nanomaterials and their Biomedical Applications

 

 

-

2016

Macromolecules I

 

 

4.98/5

2016

Advanced Polymer Chemistry

 

 

4.90/5

2017

Introduction to Nanotechnology

 

 

-

2017

Macromolecules I

 

 

4.18/5

2017

Advanced Organic Chemistry

 

 

-

2018

Macromolecules I

 

 

4.71/5

2018

Introduction to Nanotechnology

 

 

-

2018

Polymer-graft-Carbon based Nanomaterials and their Biomedical Applications

 

 

4.90/5

2019

Advanced Polymer Chemistry

 

 

5/5

2019

Heterocyclic Chemistry

 

 

5/5

2019

Supramolecular Chemistry

 

 

4.28/5

2019

Advanced Organic Chemistry

 

 

4.93/5

2020

Polymer chemistry

 

 

4.95/5

2020

Nanomedicine

 

 

-

2021

Polymer chemistry

 

 

4.88/5

2021

Organic Chemistry II

 

 

4.89/5

2022

Organic Chemistry III

 

 

4.9/5-

2022

Heterocyclic Chemistry