Teaching
Department of Geology Course(Optical Mineralogy)
Stage: 2nd
No. of Students: 57
Department of geology Course(Scientific Writing)
Stage: 4th
No. of Students: 65
At the Faculty of Science and Science Education,Geology Department, I am teaching undergraduate and Postgraduate students ;
1. Optical Mineralogy
2. Scientific Writing
3. Geochronolgy
4. Rock Forming Minerals
Out door field Teaching
My Philosophy in Teaching
To help students to ask and search for new questions in various topics in geology.
To develop problem-solving strategies
Course overview:
Writing is the most common form of scientific communication; undergraduate students have a reputation for being poor writers. Why? One reason could be that writing is never really taught to students in Kurdistan Universities until 2013-2014. Better writing will benefit your science career in several ways. Within the scientific community, improved communication leads to improved collaboration, easier access to cross-disciplinary knowledge, and faster, less painful training. Besides this, you will be able to communicate better not only with other researchers, but with the public, who funds your research. If scientists were better writers, the gap between the public and academy would shrink.
Course Objective:
The main goal of writing is communication. These lessons do not put forth absolute rules. If the intent of the writer is communicated, the writing was effective, regardless of rules kept or broken. Instead of rules, these lessons provide principles of communication and writing from the reader's perspective. The ideas presented here are derived from many sources, notably including the philosophy of Katel L. Turabian.
SYLLABUS: (15 Weeks )
1. Overview
2. What Research is and How Researcher Think about it
3. Kinds of Questions that the researcher ask
3.1 Conceptual Questions: What should we think?
3.2 Practical Questions: What should we do?
3.3 Applied Questions: What must we understand before we know what to do
3.4 Choosing the right kind of Question for your Project
4. Find Question in Your Project Topic
4.1 Search your interest
4.2 Make your Project Manageable
4.3 Question Your Project Topic
4.4 Evaluate Your Project questions
5. Propose Some working Answers
5.1 Decide on a working hypothesis
5.2 Beware the risks in a working hypothesis
6. Build a storyboard( Outline) to plan and guide your work
6.1 State your question and working hypotheses
6.2 State your reasons
6.3 Sketch in the kind of Evidence you should look for
6.4 Look at the Whole
7. Finding useful Sources
7.1 Consult Primary Sources for Evidence
7.2 Read Secondary Sources to learn from other researcher
7.3 Read Tertiary sources for Introductory Overviews
8. Record your sources fully, accurately, and Appropriately
8.1 Determine your Citation Style
8.2 Record Bibliographic Data
9. Search for sources Systematically
10. Evaluate Sources for relevance and reliability
10.1 Evaluate the relevance of the Sources
10.2 Evaluate the Reliability of Print Sources
10.3 Evaluate the Reliability of Online Sources
11. Planning a First Draft
11.1 Avoid Unhelpful Plans
11.2 Create a Plan that Meets your Project
12. Presenting Evidence in Tables and Figures
12.1 Choose Verbal or Visual representation
12.2 Choose the Most Effective graphic
12.3 Design Tables and Figures
Course Reading list:
1. Turabian, K.L., 2013. A manual for writers of Research papers, Theses, And Dissertations. 8th Edition, The University of Chicago Press, Chicago, USA.
2. Bates, R.L., Adkins-heljeson, M., and Buchanan,R.,2004. Geowriting: A Guide to Writing, Editing, and Printing in Earth Science, 5th Edition, American Geological Institute, Alexandria , Virginia, USA