|
|
|
|
|
|
 OverView
|
My passion for teaching began during my undergraduate years while helping classmates and deepened as I taught process dynamics and control in graduate school. I view teaching as an ongoing learning process shaped by continuous feedback from students, colleagues, and mentors.
In chemical engineering education, I prioritize independent thinking and problem?solving over memorization. I integrate team?based design projects to strengthen communication, collaboration, and practical decision?making. I emphasize strong fundamentals and the value of interdisciplinary knowledge to keep learning engaging and relevant.
I believe effective teaching requires dedication, enthusiasm, and adaptability. Creating a supportive and inclusive environment is essential for helping students feel confident in their learning journey. I also incorporate technology?such as visual tools and industry software?to enhance understanding and connect classroom concepts to real?world applications.
Ultimately, I view teaching as a form of leadership: guiding students with clarity and commitment, inspiring their growth, and taking pride in their success as they advance into industry or graduate studies.
|
|
|
|
|
|
 Research Intersets:
|
Fabrication technologies of thin films, membranes and carbon nanotubes and applications.
Industrial wastes and contaminants treatment and recycling (solid, liquid and gas):
Advanced oxidation technologies, biological treatment processes, membranes and ion exchange processes.
Energy conversion and storage (Solar, Hydrogen, Biodiesel, Oil Shale).
Desalination Technologies (Thermal & Mechanical).
|
|
|
|
|
 Qualifications
|
| #
|
Degree
|
University
|
Specialization
|
Graduation year
|
| 1 | PHD | Clarkson University | Chemical Engineering | 1997 | | 2 | MASTER DEGREE | Jordan University of Science and Technology | Chemical Engineering | 1993 | | 3 | BACHELOR'S DEGREE | Jordan University of Science and Technology | Chemical Engineering | 1990 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|