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Dr Shwan Abdullah Hamad,
PGCE Science Education, Leeds Trinity University-UK,
Postdoctoral Research Fellow, Smart Polymer Foams-University of Hull-UK,
Ph.D in Microencapsulation of cells and actives-University of Hull-UK,
BSc. in Chemistry with Forensic Science and Toxicology-University of Hull-UK,
Lecturer at Department of Pharmacy, Komar University of Science and Technology-Iraq
shwan.abdulah@komar.edu.iq
Office: M-204
Dr Shwan Abdullah Hamad obtained an upper second-class B.Sc. degree in Chemistry with Forensic Science and Toxicology from the University of Hull in the UK in 2008, followed by a Ph.D degree in 2012 on ‘Novel techniques for microencapsulation of probiotic bacteria’ supervised by both Prof. Vesselin Paunov (University of Hull) and Prof. Simeon Stoyanov (Unilever-Netherlands). He was then accepted on a 15-month postdoctoral fellowship funded by the University of Hull, where he worked with Prof. Paul D.I. Fletcher and Prof. Stephen M. Kelly on ‘Next generation cavity wound care products using responsive materials.
Besides scientific endeavours, Dr Hamad undertook a full-year postgraduate program at Leeds Trinity University in the UK, focusing on secondary science education. This resulted in obtaining a postgraduate certificate in education, specialising in teaching science with a focus on Chemistry to students aged 11 to 18.
Dr Hamad has been teaching at the university and high school levels since completing his Ph.D and currently holds the position of lecturer at KUST.
Dr Shwan Abdullah Hamad
Dr Shwan Abdullah Hamad
Academic Philosophy
Academic Philosophy
Teaching Philosophy Statement
Teaching is not simply the transfer of knowledge but an act of shaping meaning. In physical pharmacy, pharmaceutical analysis, and drug delivery systems, it is easy for students to see equations, assays, and mechanisms as abstract and routine. My goal is to help them recognise that behind every experiment and every formulation lies a human story, a patient seeking relief, a family hoping for more time, and a society depending on safer and more effective medicines.
Some teachers see lectures as a routine, but for me, they are moments of transformation: inspiring a student, sparking curiosity, and influencing a new academic and researcher who will go further than I. I aim to teach in this spirit, treating each lecture not as a repetition, but as an opportunity to open new perspectives.
In my classroom, I encourage students to go beyond memorisation and to engage critically with science. I ask them to question assumptions, to imagine how their knowledge will apply in real-world settings, and to consider the ethical and human dimensions of the science. I want them to see themselves not only as students but as future professionals with responsibility and freedom to make choices that affect lives.
I also believe in creating spaces of intellectual freedom. I provide students with opportunities to pursue projects that align with their interests, design experiments, and propose innovative solutions. These experiences allow them to exercise creativity and authenticity in their learning. For me, teaching is meaningful when it awakens curiosity, fosters responsibility, and inspires students to see science as a living field connected to human well-being. Each semester, I return to the “why” of my teaching: to empower students not only to master pharmaceutical sciences but also to carry forward the values of rigour, compassion, and critical thought into their careers.
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