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.
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PHYS 101: General physics I (UG)
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PHYS 102: General physics II (UG)
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PHYS 203: Semiconductor devices (UG)
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PHYS 212: Modern physics (UG)
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PHYS 301: Classical mechanics (UG)
·
PHYS 305: Electromagnetics I (UG)
·
PHYS 306: Electromagnetics II (UG)
·
PHYS 401: Quantum mechanics I (UG)
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PHYS 402: Quantum mechanics II (UG)
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PHYS 432: Solid state physics (UG)
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PHYS 497: Undergraduate Research I (UG)
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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.