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I have taught various courses, including General Chemistry, Organic Chemistry, and Biochemistry, at both college and university levels. This experience has provided me with a broad spectrum of teaching expertise across undergraduate and graduate programs, demonstrating my adaptability and ability to contribute effectively in diverse educational settings.
I have taught various courses, including General Chemistry, Organic Chemistry, and Biochemistry, at both college and university levels. This experience has provided me with a broad spectrum of teaching expertise across undergraduate and graduate programs, demonstrating my adaptability and ability to contribute effectively in diverse educational settings.
I have also served in numerous leadership and academic roles, advocating for graduate students' well-being and academic success while promoting community engagement. My dedication and expertise have consistently enriched both academic and professional environments. My commitment to the academic community is further demonstrated through my roles as a reviewer and academic judge, reflecting my passion for fostering enriching learning environments.
I have also served in numerous leadership and academic roles, advocating for graduate students' well-being and academic success while promoting community engagement. My dedication and expertise have consistently enriched both academic and professional environments. My commitment to the academic community is further demonstrated through my roles as a reviewer and academic judge, reflecting my passion for fostering enriching learning environments.
Teaching Philosophy
Teaching Philosophy
Teaching is one of the most impactful and rewarding professions, allowing us to shape the future. Education is a cornerstone in the development and progress of every nation, and those who choose teaching despite its challenges are privileged. My teaching journey began at Marquette University in 2001 as a teaching assistant for General and Organic Chemistry, where I taught laboratory sections, developed pre-lab lectures, demonstrated techniques, created quizzes, graded assignments, and held office hours. Helping students understand complex material and overcome challenges was immensely rewarding.
Recognizing teaching as my calling, I have continually refined my approach. In Spring 2013, I enrolled in the STEM Teaching Professional Development Course at TAMU, which was instrumental in shaping my teaching style. By Fall 2014, as a part-time instructor at Blinn College, I integrated kinesthetic techniques, visual aids, and structured reading and writing assignments into my general chemistry classes. Using PowerPoint presentations, video clips, and animations, I created a dynamic learning environment that kept students engaged and helped them confidently use technology and online tools.
During my tenure at Prairie View A&M University's Department of Chemistry and Physics, I emphasized meeting students where they are and guiding them to where they need to be. Effective teaching requires responsibility for the entire class's learning. I strive to create an environment that encourages active student participation, recognizing that learning is an interactive process. Flexibility in teaching methods is essential to cater to this dynamic interaction between the instructor and students.
Understanding how people learn is crucial. Workshops and teaching classes have taught me that freshmen require a different approach than upper-level students. Freshmen, typically at a pre-reflective thinking level, need more structured guidance, while upper-level students, who engage in quasi-reflective thinking, benefit from problem-solving and critical thinking exercises. In lower-level classes, I employ traditional lectures, handouts, and group activities. For upper-level classes, I focus on fundamental concepts and their applications, designing practice problems that encourage creativity and critical thinking.
Creating an interactive teaching environment is a priority for me. I encourage questions and discussions both in and out of class and offer various assessment methods, including tests, quizzes, writing assignments, oral presentations, and self-assessments, providing timely feedback and constructive suggestions.
My approach caters to visual, verbal, and kinesthetic learning styles. Using a combination of PowerPoint, the whiteboard, animations, and modern programs like Cambridge Chemdraw, Pymol, and OpenEye Scientific, I enhance the learning experience by helping students visualize complex concepts. Interactive technologies like Clickers (WileyPlus) facilitate immediate feedback and engagement.
Teaching a diverse student population requires assessing prior knowledge and building upon it. I incorporate real-life examples to make lectures relatable and understandable. Lastly, I strive to inspire and motivate my students, offering encouragement and patience to support them on their educational paths. My door is always open, reflecting my commitment to being approachable and supportive.
Teaching Experience
1. CHEM 1112: General Chemistry Laboratory (II) (Freshment Level)
is a hands-on laboratory course designed to reinforce and expand upon the principles learned in General Chemistry lectures. It teaches essential experimental techniques such as titration, synthesis, and electrochemical measurements, with a strong emphasis on laboratory safety and proper handling of chemicals. Students engage in experiments that explore key chemical concepts, including molar volume determination, reaction rates, chemical equilibrium, and electrochemistry. The course also focuses on developing skills in data analysis and scientific reporting, allowing students to apply theoretical knowledge to practical scenarios and effectively communicate their findings through well-organized lab reports. By the end of the course, students are expected to have a solid foundation in laboratory practices, enabling them to conduct experiments independently and confidently.
2. CHEM 1203: General Chemistry Laboratory (Freshment Level)
Labs cover a range of topics, starting with density studies using oil and vinegar, followed by experiments in separating and isolating components of a ternary mixture of solids and analyzing solutions. Students then write Lewis symbols and structures, study chemical reactions, and determine formulas gravimetrically. Further labs include stoichiometry and mole ratios, and standardizing sodium hydroxide solutions to analyze vinegar.
3. CHEM 2203: Organic Chemistry Laboratory (I) (Semaphore Level)
Focuses on essential techniques and experiments in organic chemistry. The course begins with an introduction to melting point determination and continues to refine this technique over the first few weeks. Students then progress to fractional distillation and purification techniques, including recrystallization of acetanilide. The laboratory work also includes solvent extraction to separate acids and neutral compounds, and dehydration reactions with a focus on cyclohexanol. Throughout the semester, students review and complete experiments, culminating in a final exam. The course emphasizes hands-on experience with key organic chemistry techniques, supported by resources from the John B. Coleman Library to enhance learning and research.
4. CHEM 2204: Organic Chemistry Laboratory (II) (Semaphore Level)
is an advanced laboratory course focused on deepening students' understanding of organic chemistry through hands-on experiments. The course begins with an introduction to laboratory expectations and safety, followed by experiments that involve key organic chemistry techniques. Students work on separating mixtures using thin-layer chromatography, performing nitration reactions as part of electrophilic aromatic substitution, and identifying unknown compounds using infrared spectroscopy. The course also includes the use of nuclear magnetic resonance (NMR) spectroscopy to further analyze unknown compounds. Throughout the semester, students engage in nucleophilic substitution reactions, exploring both Sn1 and Sn2 mechanisms. Emphasis is placed on accurate reagent preparation, experimental execution, and detailed laboratory reporting. By the end of the course, students are expected to have enhanced their practical skills in organic synthesis and analysis, with a strong ability to identify and characterize organic compounds using various spectroscopic techniques.
5. CHEM 2303: Organic Chemistry (I) (Semaphore Level)
Covers the essentials of organic chemistry, beginning with Structure and Bonding to understand molecular interactions and bonding theories. The course then moves to Molecular Representations and Acids and Bases, focusing on their roles in organic reactions. Students explore Alkanes and Cycloalkanes, Stereoisomerism, and Chemical Reactivity and Mechanisms, which include nucleophilic and electrophilic reactions. The curriculum also addresses Alkyl Halides and their reactivity, Addition Reactions of Alkenes, and Alkynes, with a final focus on Radical Reactions and their mechanisms. The course integrates theoretical concepts with practical applications through problem-solving and discussions.
6. CHEM 2304: Organic Chemistry (II) (Semaphore Level)
Covers advanced topics in organic chemistry, focusing on the detailed mechanisms, synthesis strategies, and reactivity of various organic compounds. The course begins with an introduction to addition reactions, exploring hydrohalogenation, hydration, and hydrogenation processes, followed by the chemistry of alkynes and their reactions. Radical reactions are examined in depth, including halogenation and radical polymerization. The course then delves into synthesis strategies, functional group transformations, and green chemistry principles. Subsequent topics include the chemistry of alcohols, phenols, ethers, epoxides, thiols, and sulfides, along with infrared spectroscopy, mass spectrometry, and nuclear magnetic resonance (NMR) spectroscopy. Students study conjugated pi systems, pericyclic reactions, aromatic compounds, and electrophilic aromatic substitution. The curriculum also covers the chemistry of aldehydes, ketones, carboxylic acid derivatives, alpha carbon chemistry, and amines, with a focus on synthesis strategies, reaction mechanisms, and spectroscopic analysis throughout.
7. CHEM 4303: Biochemistry (Senior Level)
The course begins with an Introduction to Chemistry, covering basic principles and foundations. The focus then shifts to the Chemistry of Water, including acids, bases, salts, and buffers. Students learn about Amino Acids, Peptides, and Proteins, their structure, and their functions. This is followed by an exploration of Enzymes, including enzyme kinetics. The course then covers Carbohydrates and Glycobiology, Nucleotides and Nucleic Acids, and DNA-Based Technology. Key topics include Lipids, Biological Membranes and Transport, and Biosignaling. Throughout the semester, there are multiple exams to assess understanding of the material, culminating in a final review and exam.
8. CHEM 5453: Biochemistry (Graduate Course)
is a comprehensive course exploring the fundamental principles of biochemistry with a focus on enzymes, cofactors, and metabolic pathways. The course starts with an introduction to biochemistry and the role of enzymes and catalytic mechanisms, followed by an examination of organic compounds such as carbohydrates, lipids, and proteins. Students participate in a PyMol workshop to gain skills in molecular visualization and study the role of vitamins and metal ions as cofactors in enzyme function. Midway through the course, students take a mid-term exam before diving into detailed discussions on specific vitamins like Pyridoxine (Vitamin B6) and Thiamine (Vitamin B1), as well as enzyme mechanisms involving adenosyl cobalamin. The course also covers enzyme inhibitors, cholesterol biosynthesis, and the roles of folic acid and biotin. Student presentations are integrated into the curriculum, and the course concludes with a review session and a final exam.
Fundamental principles of chemistry for majors in the sciences, health sciences, and engineering; topics include measurements, fundamental properties of matter, states of matter, chemical reactions, chemical stoichiometry, periodicity of elemental properties, atomic structure, chemical bonding, molecular structure, solutions, properties of gases, and in introduction to thermodynamics and descriptive chemistry. The lab experiments are designed to support theoretical principles presented in lecture and include an introduction of the scientific method, experimental design, data collection and analysis, and the preparation of lab reports.
Role: involved several key responsibilities and functions
Course Planning and Delivery: Developing curriculum, preparing lectures and problem-solving videos, and delivering course content effectively to students.
Assessment and Evaluation: Designing assignments, quizzes, exams, and projects, and providing solution manuals and feedback to students to assess their learning progress.
Student Engagement: Facilitating discussions, encouraging participation, and addressing student questions and concerns.
Academic Service
Academic Service
Reviewer:
Molecules,
Bioorganic Chemistry, and
Frontiers in Chemistry.
Editor:
Molecules (Insights into Heterocyclic Compounds for Cancer and COVID-19 Treatment: Design, Synthesis and Molecular Targets),
Molecules (Molecular Wires and Organic Materials for Energy Storage), and
Egyptian Journal of Basic and Applied Sciences,
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