My Teaching Philosophy

Education holds immense power to effect positive change within any society. Throughout my tenure as Vice President for Scientific Affairs and lecturer at a university in the Kurdistan Region of Iraq (KRIQ), I witnessed firsthand the transformative potential of education in one of the most underprivileged regions in the Middle East. This experience instilled in me unwavering determination and resilience, providing a solid groundwork for fostering an improved educational future in the area.

As educators in Kurdistan, we are presented with a remarkable opportunity to contribute to the growth of the Kurdish students and, by extension, their society. Recognizing that the majority of our population comprises the younger generation, it is imperative that we view education as a dynamic process of reciprocal teaching and learning. This interactive dialectic between students and instructors forms the bedrock of my teaching approach, as it empowers students to apply critical, real-life thinking to established theories within the confines of our formal classroom settings.

Rather than considering the learning process as mere memorization of facts and formulas, I perceive it as a means to cultivate disciplined and informed minds, capable of acquiring essential problem-solving skills. In my classes, I create an environment conducive to the exchange of flourishing ideas, grounded in well-established and validated theories. However, I strive to instill within my students the determination and ability to surpass these boundaries, encouraging them to seek excellence rather than conforming blindly to the ordinary. My teaching philosophy aims to produce students who perceive themselves as integral to the change they aspire to witness in the future, rather than as separate entities from it.

While emphasizing a student-centered approach, I firmly believe in fostering core critical thinking foundations that enable students to question the learning process. This approach has consistently been at the forefront of my teaching and leadership positions within higher education. By empowering students to challenge conventional norms and engage in active learning, I foster an environment that nurtures independent thought and intellectual growth.

Courses I have taught:

As a faculty member at the Faculty/College of Engineering, specifically in the Department of Architectural Engineering (DARE), I have had the privilege of lecturing in various subjects, including Urban Sustainability, Vernacular Architecture, Principal of Scientific Research, and more. I have also served as a member of the teaching staff at Soran University and the University of Duhok.

Vernacular Architecture in Kurdistan

In the course "Vernacular Architecture in Kurdistan," I focused on the evolution of Vernacular Architecture in the region and its engineering aspects, highlighting how this contributes to sustainable building practices. We delved into the distinctive characteristics of Vernacular Architecture in Kurdistan. This course was offered to fifth-year students pursuing Architectural Engineering. For more information, please visit the course module website: http://sites.koyauniversity.org/var5038.

The principal of Scientific Research

In the course "Principal of Scientific Research," I provided students with knowledge and skills related to research conduction. The course equipped students with a solid understanding of the fundamental principles of scientific research, making their scientific tasks more manageable. They learned proper research conduct and how to formulate essential research questions. This course was part of the third-year curriculum for Architectural Engineering students. For additional details, please visit the course module website: http://sites.koyauniversity.org/psr5035.

Urban Sustainability 

"Urban Sustainability" was another course I taught, which centered on Urban Planning and Urban Design with an integration of Sustainability concepts. This course encouraged students to think critically about general urban sustainability and its application to cities, particularly in the context of the Kurdish quest for modernization. The course was offered to fourth-year students in the Architectural Engineering program. For more information, please visit the course module website: http://sites.koyauniversity.org/urs5021.

Building Construction: Material and Method

In the course "Building Construction: Material and Method," my objective was to provide students with a comprehensive understanding of structural functions and the role of materials in achieving them. The course covered topics such as building materials, construction principles, and collaboration processes. Practical concepts were reinforced through site visits, enabling students to grasp theoretical data in a tangible manner. Throughout the course, students were able to demonstrate their understanding of foundations in building construction, sustainable building concepts, identification of structural members, the impact of loading on building structures, and different types of load-bearing mechanisms. For further details, please visit the course module website: http://sites.koyauniversity.org/bco4005.

Structural Design and Analysis

Lastly, in the course "Structural Design and Analysis," students explored the functions and forms of structures while delving into key concepts in structural design, including the latest developments in the field of structural engineering. They learned when and why assumptions and simplifications can be made in design, how various structural forms carry loads, and which structural form is most suitable for specific functional requirements.

فه‌لسه‌فه‌ی من له‌ وانه‌ وتنه‌وه‌

خوێندن یه‌كێكه‌ له‌ ئامرازه‌ هه‌ره‌ گرنگه‌كان كه‌ ده‌بێته‌ هۆی گۆڕانكاری له‌ كۆمه‌لگادا.كاركرنم وه‌ك جێگری سه‌رۆكی زانكۆ بۆ كارۆباری زانستی و وه‌ك وانه‌بێژێك له‌ یه‌كێك له‌ زانكۆكانی باشوری كوردستاندا- كه‌ یه‌كێكه‌ له‌ ناوچه‌ هه‌ره‌ په‌راوێزكراوه‌كان له‌ ڕۆژهه‌ڵاتی ناوه‌ڕاستدا، توانای دان به‌خۆداگرتن و هێزێكی ئه‌وتۆی پێ به‌خشیم كه‌ بتوانم هه‌وڵ بده‌م بۆ هێنانه‌دی داهاتوویه‌كی ڕۆشنتر بۆ خوێندن له‌ ناوچه‌كه‌دا.

به‌هۆی ئه‌وه‌ی كه‌ كۆمه‌ڵگاكه‌مان  به‌شێوه‌یه‌كی سه‌ره‌كی پێكهاتووه‌ له‌ نه‌وه‌یه‌كی گه‌نج كه‌ زۆربه‌یان له‌ قۆناغی خوێندكاری دان، گشت مامۆستایان ده‌بێت هه‌وڵی ده‌سته‌به‌ركردنی داهاتوویه‌كی ڕۆشنتر بۆ خوێندكارانی كوردستان به‌تایبه‌تی و كۆمه‌ڵگاكه‌یان به‌شێوه‌یه‌كی گشتی بده‌ن. به‌لای منه‌وه‌ خوێندن پرۆسه‌یه‌كی فێركردن و فێربوونه‌- فێركردنێك كه‌ له‌ ژینگه‌یه‌كی فێربوونی پڕجموجۆڵ وچالاك په‌ره‌بسێنێ.یه‌كێك له‌ ده‌ره‌نجامه‌ بنچینه‌ییه‌كانی ئه‌زموونه‌كه‌م كه‌بۆته‌ هۆی زیادكردنی پسپۆریم له‌ فێركردندا، له‌ئه‌نجامی گفتوگۆی‌ زانستی دوولایه‌نه‌ی‌ كاریگه‌ر ‌ له‌گه‌ڵ‌ خوێندكاراندا هاتۆته‌ كایه‌وه‌، كه‌ لێره‌دا خوێندكاران ده‌توانن سوود له‌ بیروبۆچوونی ڕه‌خنه‌گرانه‌ی خۆیان‌ و ئه‌زموونی ژیانیان ببینن بۆ زیاتر تێگه‌یشتن له و زانیاریه‌‌ تیوریانه‌ی‌ كه‌ باسیان لێوه‌ ده‌كرێت له پۆلدا‌ .

بۆیه‌ لای من پرۆسه‌ی فێربوون ته‌نیا به‌شێوه‌یه‌كی سه‌ره‌كی بریتی نیه‌ له‌ بوونی توانا بۆ له‌به‌ركردنی كۆمه‌ڵه‌ زانیاری و یاساو ڕێسایه‌كی زانستی، به‌ڵكو بریتیه‌ له‌ بوونی توانا بۆفیركردن و ڕاهێنانی مێشك له‌سه‌ر بیركردنه‌وه‌و به‌ده‌ستهێنانی شاره‌زایی بۆ دۆزینه‌وه‌ی چاره‌سه‌ر بۆپرسه‌كان. كلاسه‌كانی من هه‌لێكی گونجاون بۆ سه‌رقاڵ بوون به‌   تاوتوێكردن سه‌باره‌ت به‌ بیرۆكه‌ گه‌شه‌سه‌ندووه‌كان به‌ پشت به‌ستن به‌ تیورییه‌ زانراوو دروسته‌كان ، له‌ هه‌مان كاتیشدا  بوونی ویست و توانا  بۆ ئه‌وه‌ی دوورترو به‌رزتر له‌مانه‌ بڕۆین  به‌ره‌و ئاستی نایابی، نه‌وه‌ك كوێرانه‌ دوای هه‌ر بیرۆكه‌یه‌كی ئاسایی بێ بره‌و بكه‌وین.  من پاڵپشتی ئه‌و فه‌لسه‌فه‌یه‌ له‌ خوێندن ده‌كه‌م كه‌ بتوانێ خوێندكارانی وا به‌رهه‌م بهێنێ كه‌ بتوانن خۆیان به‌ به‌شێك له‌و‌ گۆرانكاریانه‌ی كه‌ ده‌یانه‌وێ له‌ داهاتوودا بیكه‌ن  بزانن نه‌ك خۆیانی لێ به‌ دووربگرن.

بابه‌ته‌كانی وانه‌ وتنه‌وه‌م

وه‌ك ئه‌ندامێكی ده‌سته‌ی وانه‌بێژان له‌ فاكه‌لتی ئه‌ندازیاری، به‌شی ئه‌ندازیاری ته‌لارسازی له‌ بواری به‌رده‌وامیدان به‌ شار (Urban Sustainability) و شێوازه‌ نه‌ریتیه‌كانی خانووسازی (Vernacular Architecture) و بنه‌ماكانی توێژینه‌وه‌ی زانستی وانه‌ وتوومتەوه‌. 

خانووسازی خۆماڵی له‌ كوردستاندا (VAR5038)

بنه‌ماكانی توێژینه‌وه‌ی زانستی  (PSR5035)

به‌رده‌وامیدان به‌ شار‌ (Urban Sustainability)


دروستکردنی بینا: کەرەستە و شێواز

ئامانجی ئەم خولە ئەوە بوو کە تێگەیشتنێکی ڕوون بە خوێندکاران بدرێت لە ئەرکە پێکهاتەییەکان و ڕۆڵی کەرەستە بۆ بەدەستهێنانی ئەو شتە، هەروەها تێگەیشتن لە چەمکی کەرەستەی بیناسازی، بیناسازی، و پرۆسەکانی بنەماکانی هاوکاری. خولەکە لە ڕێگەی سەردانی شوێنەکانەوە داتای تیۆری خستە ناو چەمکە پراکتیکییەکانەوە. بەگشتی خوێندکاران توانیان پیشاندان بکەن؛

جۆرە جیاوازەکانی میکانیزمی هەڵگرتنی بار لە پێکهاتەدا

دیزاین و شیکاری پێکهاتەیی

ئەم خولە جگە لە چەمکە سەرەکییەکان کە بنەمای دیزاینی پێکهاتەیی بوون، لەوانەش نوێترین پێشکەوتنەکانی ئەندازیاری پێکهاتەیی، ئەرک و فۆرمەکانی پێکهاتەیی لێکۆڵیەوە. بۆچی و کەی سەلامەتە گریمانە و سادەکردنەوە لە دیزایندا بکرێت؛ چۆن فۆڕمە پێکهاتەییە جیاوازەکان بار هەڵدەگرن؛ کام فۆڕمی پێکهاتەیی باشترینە بۆ جێبەجێکردنی پێداویستییەکی کارایی تایبەت؟