My love of teaching began in 1999 when I was still pursuing my bachelor's degree in Physics. Through tutoring students on a one-on-one basis, I discovered the major problems that students face when learning physics. Considering the students’ various needs, I developed ways of simplifying the material at their required level. Nine years later, as I teach students professionally, I still find satisfaction in translating those topics of nature that have the power to fascinate but would otherwise be tragically inaccessible to students who struggle to understand them. Whether acting as a tutor, working as a teaching assistant (TA), or lecturing as an instructor, I have always enjoyed teaching. In fact, the Drexel community must be content with my teaching skills and dedication as well. In May of 2004, after being nominated by students from a variety of disciplines, I was recognized with an Outstanding Teaching Assistant award at Drexel University.
Through out the years, I have remained actively involved in the different aspects of teaching and its challenges. At Drexel (September, 2001 – June, 2006), as a TA, I was constantly assigned to many teaching functions, including: lecturing, holding recitations, instructing laboratory sessions, grading, and team-teaching. The classes I assisted in teaching vary from special physics courses for non-physicists (engineering, business, arts, and design students) to advanced physics courses (Quantum Mechanics and Electro-Magnetism) for undergraduate and graduate physics majors. I have also managed courses of 300 students and given lectures to groups of 150 students when the instructor was on a leave. In addition, while at Drexel, I was given the opportunity to assist in teaching the most advanced three-term sequence of introductory physics courses: Contemporary Physics. At this time, I held recitations which included problem solving, labs, and coding in Visual Python running on a UNIX operating system.
Beside my TA work, I was also chosen to teach evening courses at Drexel, including both lectures and laboratories. During the academic year 2003/2004, I taught a sequence of three terms of Physics I, II, and III. On a voluntary basis, I held group help sessions and assisted life science students in their physics courses. I also held special physics sessions that included problem solving for students preparing for the MCAT. Furthermore, soon after graduating in June 2006, the Physics Department at Drexel University offered me the position of adjunct instructor for the summer session, Summer 2006. My experience included Physics I (assisted by a TA), Physics III, and a thermodynamics course.
Fortunately, I had the opportunity to continue doing what I truly enjoy, when I was offered the position of Visiting Assistant Professor of Physics at Widener University for the academic year 2006/2007. Being trusted with passing the physics knowledge and skills for strategic analysis to the students of the Widener community at all levels, I was assigned courses of different levels and subjects. At Widener, I continue as an assistant professor to develop the syllabi, manage the overall course structure, and administer all grades.
At Widener, as a full time faculty, I became active in the departmental, divisional, and college wide faculty meetings. Through my involvement with these committees I have realized a greater sense of awareness and responsibility towards our students’ education and future. I now see the details of the larger picture of the academic environment. I become involved with the education of our students even before they enroll in the university, as well as during their growth in our environment, and farther when they graduate and pursue their professional goals and careers.
My teaching experience at Widener includes “College Physics I & II” for pre-therapy students, “Physics I & II Laboratory” for undergraduate science and engineering students, “Thermo/Statistical Mechanic” for undergraduate science and engineering students, “Mathematical Methods of Physics” for undergraduate science and engineering students, and “Quantum Mechanics” for undergraduate science and engineering students. Although my passion does not vary between the different courses that I teach, the techniques, challenges, and the ways of approaching the material dramatically do.