My teaching experience extends for twenty-three years as a physics professor at the King Fahd University of Petroleum and Minerals (KFUPM), one of the leading higher education institutions in the Middle East, where the language of instruction is English. My philosophy in teaching is to bring vibrant education to help them understand and enjoy the principles of physics, a longtime challenge for most science and engineering students. I have managed to cross the barrier between abstract physical concepts and their applications in real-life phenomena. Besides the traditional approach of classroom lecturing, this is accomplished through guiding the students to effective studying methods. I have placed emphasis on enhancing discipline, organization, and professionalism in my students, which has been achieved in a caring and loving atmosphere. Moreover, I have always stressed the importance of intuitive thinking as a prerequisite to solving any scientific problem. Enhancing the analytical capabilities of my students is another aspect I emphasize, as it enables the students to deal with practical situations in a systematic approach.
· PHYS 101: General physics I (UG)
· PHYS 102: General physics II (UG)
· PHYS 203: Semiconductor devices (UG)
· PHYS 212: Modern physics (UG)
· PHYS 301: Classical mechanics (UG)
· PHYS 305: Electromagnetics I (UG)
· PHYS 306: Electromagnetics II (UG)
· PHYS 401: Quantum mechanics I (UG)
· PHYS 402: Quantum mechanics II (UG)
· PHYS 432: Solid state physics (UG)
· PHYS 497: Undergraduate Research I (UG)
· PHYS 507: Classical mechanics (G)
· PHYS 571: Advanced methods of theoretical physics (G)
These courses cover the core areas of physics. I have used the traditional method of teaching physics through lectures, where I stress the importance of understanding the fundamental concepts, along with problem-solving tactics. In addition, I have used modern teaching techniques such as computer audiovisual equipment to assist in delivering and organizing the lectures, and to connect the ideas with the real world. Moreover, I have used internet-based instruction to teach and communicate with the students through various tools and platforms, such as Blackboard, Microsoft Teams, and YouTube. Each semester, I set up a website(s) (in Blackboard) for the course(s) I am teaching. On the website, solutions to homework problems, quizzes, major exams, classwork grades, and a vast volume of additional auxiliary material are regularly posted. My YouTube channel contains full recordings of my lectures and recitations of introductory physics courses for the reference of the students. The most important teaching contribution I have achieved is teaching introductory physics. Over the last twenty-two years, I have taught introductory physics lectures to more than 3000 students, which roughly translates into 70 students per semester. Dealing with such a large number of students requires careful preparation and presentation of the material. I think I have fulfilled these requirements to a satisfactory level, as reflected in the student evaluations below.
In addition to the regular teaching load assigned to each faculty member in the physics department, I have contributed to teaching in the following ways:
1. Coordination of multi-section introductory physics courses. This includes syllabi design, exam proctoring, and student grades. (14 terms)
2. Chairman or member of the introductory physics exam committees. This committee is assigned the task of writing and reviewing the exams for these courses. (14 terms)
3. Preparation and submission of the course files for the courses I taught, including the syllabus, student grades, exams and homework assignments, and student term papers.
4. As a member or chairman of the departmental textbook review committee, I have conducted surveys of standard textbooks used in core courses in major international universities and made recommendations accordingly. (8 terms)
5. Participation in the development and review of the new curriculum of the physics department. (2015-2017)
6. Supervision of ten graduate students (seven MS and three PhD students) in their thesis work.