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Teaching Dossier Maher Selim Nanometrology and Nanotechnology Laboratory National Institute of Standards (NIS), Giza, Egypt
Teaching Responsibilities
Courses Taught
2008-‐2009 UWO Physics 1026 (two terms)-‐ Physics for Engineering
The University of Western Ontario (UWO), Canada
Teaching assistant and tutoring (300 students section)-‐weekly tutoring and supervision of students practices in solving weekly quizzes, helping in exam proctoring & marking.
2008-‐2009 UWO Physics First year laboratories (two terms)
Teaching assistant and Demonstrator (45 students section)-‐weekly demonstrating, tutoring, marking and supervising of physics first year students practices in physics experiments.
2003-‐2007 Thermometry calibration course (National Institute of Standards NIS Egypt)
Teaching assistant and Demonstrator (10 students section)-‐ demonstrating, tutoring and supervising of engineers practices in thermometry calibration experiments.
2003-‐2007 Uncertainty in measurement course (National Institute of Standards NIS Egypt)
Teaching assistant and Demonstrator (10 students section)-‐ demonstrating, tutoring and supervising of engineers practices in Uncertainty in measurement experiments.
2001-‐2003 Physics First year laboratories (Helwan University)
Teaching assistant and Demonstrator (45 students section)-‐weekly demonstrating, tutoring, marking and supervising of physics first year students practices in physics experiments.
TEACHING PHILOSOPHY
The students as humans by nature are very excited explorers, they start their life by play with everything in the environment to discover the world around them, beside that they ask the questions about what they see and what they touch, as well as they experiment their own ideas. In the same time, as they acquire the knowledge needed for their lives, they enjoy their learning through exploration.
I believe that the undergrad physics is the most exciting and enjoying subject if it is taught in the way that keep the students having this unforgettable natural exciting exploring experience. This comes by teach them the physics through exploring their environment, it is not only the formulas or the equations but also the concepts gained through mankind thousands of years’ experience, a history of human success and fall to know and to use. Therefore, I am always teaching physics in the way that stress the two main objectives of physics linked to students’ curiosity. The philosophic objective, which is the love of knowledge and the practical objective which is how it be used in everyday real life situations and therefore how the elementary physics knowledge becomes important for all applied professionals, they cannot do their work efficiently if they do not know it well.
The main objectives of my teaching are to give the students the professional knowledge they need in their lives, and to train them on important practical skills like self-‐learning, creative, critical thinking, and problem-‐solving.
And therefore in my teaching, I try to simulate real life, using problems related to real situations faced by the people in the student's main study field. And I apply many types of teaching methods like lecturing, problems and cases studies, as well as discussion groups to stress the active learning process. I also divide the students to research groups in which they solve problems and report their findings.
In my evaluation of the students, I stress on testing their skills acquired through the course beside their acquired knowledge, try to make exams and assignments very good tools for learning.
Professional Development
Western Certificate in University Teaching and Learning Summer 2011
The Theory and Practice of University Teaching GS9500Y winter 2009
Advanced Teaching Program (ATP) Fall 2009
The Teaching Assistant Training Program (TATP) August 29 -‐ 31, 2008
Communication in the Canadian Classroom Fall 2007
Teaching Mentor Program for Graduate Students Fall 2007
The Teaching Assistant Training Program (TATP) August 31-‐September 2, 2007
UWO Workshops Attended (as participant) Spring Perspectives on Teaching Conference (UWO) 2008
Keynote Address: Getting Students to do the Readings May 14, 2008
Fellowship in Teaching Innovation Award Presentation May 14, 2008
Evaluating Oral Participation in Class May 14, 2008
What To Do To Get Them Through: Supervising Graduate Student Writing May 14, 2008
Future Professor Workshop Series (UWO) Winter 2008
Fostering Active Learning in the Classroom February 1, 2008
The Teaching Assistant / TA Supervisor Relationship February 8, 2008
Developing a Course Outline February 22, 2008
Integrating Service-‐Learning into the University Experience March 28, 2008
Winter Conference on Teaching (UWO) 2008
The Ethics of Teaching January 26, 2008
Designing Learning Activities for Students with all Learning Styles January 26, 2008
From class to industry: Does your science degree prepare you for industry? January 26, 2008
Future Professor Workshop Series (UWO) Fall 2007
Time-‐Saving Tricks -‐-‐ Advanced Functions in WebCT Owl November 21, 2007
What's the Difference Between an A & a B? Strategies for Marking Essays November 23, 2007
What Careers Does Your TA Assignment Prepare You For? November 28, 2007
Presentation on physics teaching
“How to help your students win a Nobel Prize: Coaching creative thinking through teaching” 30th March 2010 @ Department of Physics and Astronomy The University of Western Ontario (UWO) ABSTRACT In the competitive and challenging global society in which we live, the objective of education must not only be to give students the professional knowledge they need, but to train them in creative and critical thinking, self-‐learning, and problem-‐solving. In this talk, we will explore the psychology of intelligent and creative thinking processes, with examples from physics history, and examine educational research on transferring those skills to students. Online version https://www.youtube.com/watch?v=TDi0m1vNfek
