Teaching

Fluid Mechanics Second Year - Irrigation Department

Course Book

Design of Hydraulic Structures Fourth Year - Irrigation Department

Course book

https://drive.google.com/a/univsul.edu.iq/folderview?id=0BzY1AbaX1jB_eWdKMWNIeDIxZzQ&usp=sharing

Teaching History

At Faculty of Engineering , Department of Civil and Irrigation Engineering I teach the Course(s) below:

Department of (Irrigation Engineering), Fluid Mechanics Course

Stage: Fourth

Classroom: G1 and G2

No. of Students: 86

Department of (Irrigation Engineering), Fluid Mechanics Course

Stage: Second

Classroom: F1, S1, S3 and Fluid Lab.

No. of Students: 125

2016 - 2017

1. Fluid Mechanics. (Theory and Practic) Second Year - Irrigation Department

2015 - 2016

1. Design of Hydraulic Structures Fourth Year - Irrigation Department

2. Fluid Mechanics. (Practical Part) Second Year - Irrigation Department

2014 - 2015

1. Design of Hydraulic Structures Fourth Year - Irrigation Department

2. Fluid Mechanics. Second Year - Irrigation Department

2013 - 2014

1. Design of Hydraulic Structures Fourth Year - Irrigation Department

2. Design of Hydraulic Structures Fourth Year - Civil Department

3. Fluid Mechanics. Second Year - Irrigation Department

2012 - 2013

1. Design of Hydraulic Structures Fourth Year - Irrigation Departement

2. Drainage Engineering Third Year - Irrigation Departement

2011 - 2012

1. Drainage Engineering Third Year - Irrigation Departement

2. Introduction to Water Resources First Year - Irrigation Departement

3. Fluid Mechanics ( Practical Part). Second Year - Civil Departement

Upto 2011

1. Computer Programming (AutoCAD) (Practical Part) Third Year

2. Computer Programming (Matlab) (Practical Parrt) Second Year

3. Engineering Surveying (Practical Part) Second Year

My Philosophy in Teaching

I believe teaching is a form of customer service in which the teacher creates a learning environment that motivates the students to learn and supports them in the learning process. Instead of focusing on a particular teaching technique, the teacher should utilize whatever tools that stimulate the maximum learning in the students. I have been developing my pedagogy skills as a university teacher for the past seven years and that development has been a process of ﬁnding the best teaching practices as I aspire to produce engineers who can learn independently and apply knowledge creatively.

It is often difﬁcult to motivate students particularly for large classes when interaction between the teacher and students is limited. Motivation occurs when students realize what they are learning is interesting and/or relevant. Once the students become interested and motivated, it would be much easier to encourage them to learn more about the subject and to inquire into topics beyond the course syllabus or exam paper.