Opportunities:

Opportunities for graduate studies will be posted here when they are available.

However, students with 85% or above in their B.Sc. and M.Sc. are always encouraged to apply as there may be special opportunities for exceptionally talented students.

 Then Peter, filled with the Holy Spirit, said to them: “Rulers and elders of the people!  If we are being called to account today for an act of kindness shown to a man who was lame and are being asked how he was healed, then know this, you and all the people of Israel: It is by the name of Jesus Christ of Nazareth, whom you crucified but whom God raised from the dead, that this man stands before you healed. Jesus is

“‘the stone you builders rejected,
    which has become the cornerstone.’

Salvation is found in no one else, for there is no other name under heaven given to mankind by which we must be saved.”


Acts 4:8-12

 

 

 

 

 

 

 

 

 

 

Teaching Philosophy

Introduction

Being a professor comes with a great deal of responsibility. Professors are fundamental in educating today’s students to become tomorrow’s workforces, engineers, researchers and scientists. Professors are also fundamental in developing new techniques and technologies to address society’s current and future needs through their research. Fulfilling the role of a university professor begins with a formidable and unreserved commitment to these responsibilities and values. I strongly believe that it is very important to carry out both these two responsibilities concurrently to ensure that (1) society’s problems are addressed, (2) experiences from research are implemented in courses and (3) students are exposed to both fundamental and current materials in their class rooms. By including research in courses, I will also gain from being forced to interpret results and reflect on the status of the research program. This reflection is an important step when developing new research programs, shaping exiting courses and proposing new ones. With this in mind, my teaching philosophy is continued here under.

Passion

I am so passionate about my teaching and there is nothing that makes me feel proud more than seeing my students succeed in their professional career. Though, these successes are cumulative effects of the contributions of many extraordinary educators, parents and the students themselves, I will not take my part very lightly. In this endeavor, I am always committed to keep course materials current, relevant, simple, understandable and clear without losing the much needed theoretical depth for a university level teaching. I am also devoting sufficient time and efforts in identifying appropriate delivery methods for the courses that I am teaching to keep students interested, engaged, motivated and understand and eventually benefit from taking these courses.

Delivery

There is a distinct difference between learning and memorization. I endeavor to convince students to understand concepts so that they may apply these concepts in a variety of situations, rather than memorize steps to solve a particular problem. With such endeavor, I expect students will be able to retain concepts more easily. I expect students to want to learn and do much of the work during the learning process. With this expectation, I can't accept the title of a "teacher." I try to act as a facilitator in the learning process, rather than a mere deliverer of information. I recognize that students learn in a variety of ways, and I attempt to accommodate these methods. I encourage students to find personalized methods to understand and retain concepts, and I assist them by providing my own customized examples for explanation of concepts that elude them. In addition to different learning processes, I strongly believe that students must simply be given the confidence to experiment in the application of newly gained knowledge and to ask questions to promote individual thinking. In an effort to encourage discussion, I am always available to students. Although I arrange formal office hours, students are welcome to make appointments or find me anytime.

Respect

Students deserve respect just as any other person, and there must be mutual respect between the students and me. I strive to earn students' respect in a variety of intellectual and professional ways, given that respect cannot simply be awarded. I take a sincere interest in the well-being of students and interact with them on professional and social levels. I am convinced that social interaction with students develops a rapport with them and they are more comfortable when asking for assistance while in the classroom. In everything that I do, I want to be considered a fair, reasonable and respectful person.

Concluding Remarks

Finally, I would like to mention that, as many things are changing in science and technology, education, and students’ backgrounds and needs, I have to always assess these changes and adapt my past and present experience to new requirements. In other words, my teaching strategy and philosophy can be adjusted based on the changing conditions, rather than adhering to a single framework. However, no matter what conditions are changing, maintaining high quality instructions and research activities are my ultimate goals.