My teaching goal is to help students master discipline necessary for academia while simultaneously guiding them to develop essential learning skills that best-work for their mode of learning. This training and guidance will lead to them having productive careers. In my experience, students learn best when they get involved in the learning process. To support this experience, data show that students learn better when they construct their own understanding about subject matter based on their previous knowledge and experience. To carry out these improved styles of learning, we must shift our teaching styles towards more student-centered leaning and away from classrooms that strictly focus on lecturing. In my class, I have adopted active learning (AL) and process-oriented guided-inquiry learning (POGIL) teaching methods through which students are encouraged to work in teams during class period. To prove that these teaching and learning styles are being effect in my classrooms, I use technology, such as Socrative, to collect real-time data about students’ understanding during my lecture. To further ensure that students are maximizing their learning potential, I blend together face-to-face learning with an online environment which fosters student collaboration. For example, in my chemistry laboratory class, I use wikis (web sites that gather and sort content, created and edited by its users) to increase student collaboration through online lab reporting.  By integrating several techniques for learning in my classroom, I ensure that the content I teach is accessible to all students even though they may have various learning styles.

            Since I am interested in teaching reform in undergraduate chemistry classes, I use available data for current trends in the teaching and learning of chemistry. After obtaining feedback from faculty about their positive attitudes toward reforming the teaching styles, I created strategies that can be used across a national level to promote successful adoption of new curricula for undergraduate, and while doing so, I’m also attempting to build an international collaboration in the field of chemical education since KFUPM does not have college of education.

UNDERGRADUATE COURSES TAUGHT AT KFUPM

  • CHEM 101 General Chemistry I  (Lectures, recitations, and laboratory).
  • CHEM 102 General Chemistry II (Lectures, recitations, and laboratory).
  • CHEM 111 Basics: Environmental Chemistry (Lectures)
  • CHEM 323 Instrumental chemical analysis (Lectures, and laboratory).
  • CHEM 324 Instrumental chemical analysis (laboratory).

GRADUATE COURSES TAUGHT AT KFUPM

  • CHEM 543 Separation method