University of Glasgow, Glasgow /UK.
Master degree in Photogrammetry & Surveying, 1981.
Bachelor Degree in Photogrammetric Engineering, 1967.
Photogrammetry, Construction Surveying, Hydrographic Surveying, Digital Terrain Models, and Site Surveys.
I have developed and applied my teaching philosophy through experiences as a lecturer in Surveying and Geomatics course, for three decades. The most important objective was to challenge and inspire my students to think about their future, in new ways and with a scientific perspective as leaders in this field. Understanding the Surveying and Geomatics Engineering is vital, problem solving techniques applied within this field is essential for a wide range of other disciplines.
The methods that I have used and the philosophy with which I was teaching in order to achieve these goals were:
Classroom environment: to promote learning it is important to have a respectful classroom environment, not only to motivate the students to participate actively in the discussions and to expand their desire to learn the materials, but also to encourage the growth of positive attitude towards learning.
The lecturer must arrive early to class, and stay to class period exactly, and to hold open labs and office hours, to give students more opportunities to ask questions and share their opinions.
Engaging students: delivering lessons with a positive energy and excitement will increase the ambitions for students to learn.
Active learning: taking written notes by students and discussion between them about the topics, and in practical courses, students work in groups, they will collaborate to complete each exercise together, it is very effective to promote active learning in theory and practice.
Inquiry learning: lecturer must provide example and problems to be solved by students to reinforce students understanding, and to develop and test their abilities. This will lead to more inquiries from students,
provide a better sense of how science is really done.
Scientific writing: Developing student’s writing skills is also a vital part of teaching science. The ability to describe methodology, data processing, and analyzing of results of any project in writing is essential.
Assessment: great importance is assessment of students through homework problems, quizzes and
examinations, which allow the lecturer to see both how well a student, can independently solve problems, and how lessons were effective during teaching. These assessments allow the lecturer to improvement from year to year.