TEACHING
Courses Taught:
Undergraduate Research in Chemistry
Graduate Research in Chemistry ( At Assiut University
)
Instrumental Methods of Analysis (400 level)/Lab
Statistical Thermodynamics (300 level) ( At Assiut
University & Al Fateh University)
Introductory Analytical Chemistry.
Analytical Chemistry ( 300 level )./Lab.
Physical Chemistry (200 & 300 level)/Lab. ( At
Assiut University & Al Fateh University)
Principles of Chemistry (Science and pre Medical, Pharm,
chem.Eng.)/Lab
Introductory Chemistry ( for non-majors)/Lab.
Published Books:
1- Practical Chemistry, Kasem K. Kasem, F. M.
El-Chiek and A.A. El-Miehoub.
Arabic House of Books ( Tunisia)
1985.
2- Chemistry for High School, Kasem K. Kasem and A.A.
El-Miehou.
Ministry of Education,Tripoli, Libya
1984.
TEACHING GOALS AND OBJECTIVES
Philosophy: I believe that the instructor at the college level is not a book interpreter. In order to avoid students' frustrations or boredom with their textbooks, I believe a professor should edit information narrated in such books by adding to deficiencies in the information given, or by deleting extensively windy or unnecessary information. When teaching chemistry majors a professor should, despite the level of the course, review fundamental basics of chemistry in the introductory lectures of the semester (e.g. review sessions.) He/she should also correlate materials covered in class to complement a coinciding lab to better reinforce covered subjects and he/she should provide an intellectual challenge to substantiate students' talents in modern chemistry. Finally, I believe a thorough professor may assign a chemistry student a small project which would further that student's understanding and application of chemistry in his/her chosen field.
Approach: Initially, I assess the potential of the student based on his/her prior exposure to chemistry in general (pre-lab quizzes or first exams usually offer significant information). I then create tests that enable my students to understand the importance of model-building, the necessity for integrating course content, and as a vehicle for communicating my philosophy of teaching. My tests do not merely focus on evaluation but also on development of intellectual-mindedness. This approach reflects the educational research which aims at meta-level thinking. Finally, I encourage students to seek special help which I offer through my office hours. I average about 10 hours per week, which services approximately 30 students.
Classes C101, C105, C106, C361, C300, C310 / C311, C410 / C411 , C430