With over a decade of experience as an Assistant Professor across various universities, I have consistently enriched the academic landscape by imparting a diverse range of undergraduate and graduate-level courses. My portfolio encompasses comprehensive design studios, technology courses, and specialized teachings in sustainable design. My instructional prowess spans from initiating novice students into architectural theories during preliminary design to guiding seniors through holistic building design with a focus on performance and constructability.

Notably, my pedagogical repertoire extends to "HVAC Design for Buildings," where I adeptly dissect the intricate interplay of heat, moisture, and HVAC systems within building design. My instruction in "Thermal Sciences" equips students with a deep comprehension of heat transfer and temperature distribution through building materials and assemblies. Similarly, in the course "Solar Energy in Buildings," I distill the core principles of renewable and solar energy, fostering a comprehensive understanding of collection, conversion, storage, and distribution.

A distinctive facet of my academic journey lies in the mentorship of countless undergraduate and graduate students. My approach hinges on leveraging all available resources and infusing my wealth of knowledge and experience to provide robust academic support services. My guidance is underpinned by the principles of accuracy and consistency, ensuring students align with the program's study plan and make informed choices about their courses. I illuminate the rationale behind the curriculum, program policies, and requisites, nurturing their evolution into valuable members of the architectural and engineering community, and elucidating their roles and responsibilities.

My multifaceted experience and unwavering commitment to education position me as an invaluable asset within the academic realm, primed to empower and elevate the next generation of architects and engineers.

Teaching is undoubtedly one of the most intellectually challenging facets of academic life. My personal teaching philosophy is rooted in the profound belief that being an educator within a higher education institution is a privilege, an honor, and a monumental responsibility. As an educator, my primary mission is to guide students in cultivating their creative capacities and aiding them in self-discovery while honing their design language for self-expression.

At the core of my approach is the principle of not merely instructing students in what I do or how I think. Instead, I empower them to form their own perspectives and embrace individuality. My exposure to diverse academic institutions has underscored the significance of infusing practical skills and real-world ideas into both the design studio and classroom settings. From my experiences, it's evident that effective teaching thrives on engaging students with the learning environment and course materials. A successful class involves students actively participating, acquiring new knowledge, collaborating with peers to solidify concepts, and subsequently applying these ideas to real-life situations.

Within design studios, I provide students with a robust foundation in design visualization principles, processes, tools, and techniques, which serve as cornerstones for their problem-solving skills and visual communication abilities, both in their academic journey and future professional endeavors. I cultivate an environment of active learning, urging students to fully immerse themselves in the subject matter and foster a strong collaborative rapport amongst themselves and with me.

Clear articulation of ideas is pivotal, though not all students find it easy. My patience and methodical approach allow me to elicit self-expression from students while offering constructive feedback. My aspiration is for students to kindle a fervor for ideas, design, and analytical thinking that extends beyond the classroom and studio.

I advocate for a well-rounded design studio environment by inviting external professionals as jurors and mentors, incorporating real-world projects, and organizing field trips that cultivate observation, behavior mapping, and on-site inventory skills. Enhancing students' exposure to their built environment enriches their context for design thinking and processes.

In response to the growing significance of sustainability and energy efficiency in design, I conceived and introduced two courses, "Solar Energy in Buildings" and "Thermal Sciences." These courses, approved by the College of Engineering at the University of Sharjah, provide students with a foundational understanding of sustainable building design, renewable energy, heat transfer, passive design techniques, and energy efficiency. Students engage in projects that leverage their learning to create energy-efficient designs, thereby reducing environmental impact.

For lecture-based courses like "HVAC Design for Buildings," "Solar Energy in Buildings," and "Thermal Sciences," I foster dynamic and interactive classrooms that encourage student engagement. I endorse a conversational lecture style that invites open discussion and active participation. Multimedia integration bolsters content delivery, and assignments, exams, and projects are designed to encourage creative thinking and holistic learning.

Feedback from students underscores the efficacy of my approach, often commending my motivating, approachable, and supportive demeanor both within and outside the classroom. My dedication to enriching their learning journey is evident in their positive responses and growth.

In the pursuit of teaching excellence, a robust framework of assessments and continuous improvement strategies forms the cornerstone of my pedagogical approach. Here's a breakdown of my methodology:

• Course Outcomes Mapping: I align course outcomes with program outcomes, ensuring a clear connection between what students learn in individual courses and the broader program objectives. This systematic alignment facilitates a cohesive and progressive learning journey.
• Direct and Indirect Assessment Tools: I employ both direct and indirect assessment tools to comprehensively evaluate student learning. These include course-based achievements (direct) and student self-assessment (indirect). By combining these methods, I gain a well-rounded understanding of the extent to which students are meeting their learning objectives.
• Performance Analysis: Using the data collected from assessment tools, I calculate average scores for both course outcomes and student learning outcomes. These scores serve as indicators of achievement and the need for potential improvements. Scores are assessed at both the course level and the program level to gain insights into the overall effectiveness of teaching methodologies.
• Feedback Incorporation: End-of-course evaluations and student feedback provide invaluable insights into the teaching process. I actively review and analyze this feedback, which informs the development of improved teaching methodologies and course content. This iterative approach ensures that each course evolves to meet the changing needs of students and the discipline.
• Design Studio Approach: In design studio settings, external academic and industry representatives contribute to the assessment process through jury critiques. These critiques serve as a pivotal teaching method, enabling students to demonstrate their grasp of subject matter through design projects. I integrate the feedback from jury reviews into the course improvement process, enhancing the learning experience and fostering growth.
• Student Engagement and Support: I am deeply committed to student engagement and support. I meticulously prepare for each lecture, crafting content that is not only complete and well-organized but also engaging and visually appealing. Active involvement of students in the learning process is a guiding principle, enabling a participatory and dynamic classroom environment.
• Keeping Current: Staying attuned to advancements in the profession, I ensure that my courses are updated to incorporate the latest developments. This commitment to keeping course content relevant reflects my dedication to providing students with a contemporary education that equips them for success in the field.
• Holistic Approach: A delicate balance characterizes my teaching approach, as I weave encouragement and constructive criticism into my interactions with students. In design critiques, I recognize and address the strengths and weaknesses of each student, nurturing their growth while promoting a supportive learning atmosphere.

Overall, my teaching philosophy is grounded in an unwavering commitment to continuous improvement, innovation, and active engagement with students. This multifaceted approach not only ensures that students meet their learning outcomes but also cultivates a passion for lifelong learning and professional excellence.

My extensive experience and deep-rooted commitment to education have extended beyond the classroom, encompassing a wide array of activities that contribute to the growth and excellence of higher education institutions. Here's a comprehensive breakdown of my contributions:

1. Curriculum Enhancement and Accreditation:
   In my role as the "Coordinator of the Accreditation Committee" for the AE Department at the University of Sharjah, I have actively participated in curriculum enhancement and accreditation compliance. This included continuous improvement actions, restructuring, and revising the architecture curriculum to meet the standards set by CAA and ABET. This dedication led to the program becoming one of the first ABET-accredited architecture engineering programs in the UAE.
2. Program Development and Collaboration:
   As a coordinator of the steering committee for the "Master of Science in Conservation Management of Cultural Heritage" program in collaboration with ICCROM, I played a pivotal role in its development and accreditation preparation. This program not only advances the UAE's standing in cultural heritage conservation but also exemplifies the integration of global expertise.
3. Committee Involvement:
   My involvement in various committees highlights my commitment to the academic community. I've contributed to the Advisory Board at Wilbur Wright College (USA), the Advancement of C.E.D Committee at King Fahd University of Petroleum and Minerals (Saudi Arabia), and several committees at the University of Sharjah. These contributions demonstrate a dedication to enhancing education at different levels.
4. Leadership and Organizational Roles:
   I've taken on leadership roles within my department, college, and university, encompassing responsibilities such as serving on the College of Engineering Teaching and Learning Committee, participating in the Science Engineering (SE) Committee, and contributing to an ad-hoc committee for evaluating construction projects. These roles showcase my active engagement in shaping the academic environment.
5. Workshops, Seminars, and Support:
   Recognizing the significance of collaboration and shared growth, I've conducted workshops and seminars related to ABET accreditation, program assessment, and course improvement processes. I've extended support to colleagues, assisting them in aligning course objectives with program outcomes and accreditation criteria. My contributions have served as models for innovative teaching and assessment methods.
6. Influence and Recognition:
   My positive influence on colleagues has been substantial. My efforts in facilitating collaboration, refining teaching methodologies, and guiding colleagues have been instrumental in their professional development. This influence has been recognized through awards that acknowledge my outstanding service contributions to the AE Department, the College of Engineering, and the University of Sharjah.
7. Global Engagement:
   Participation in conferences and advisory boards beyond the university reflects a commitment to global engagement and the exchange of ideas. These activities contribute to the broader academic landscape while promoting collaboration and networking.

My contributions extend far beyond the classroom, encompassing curriculum development, accreditation compliance, committee involvement, leadership roles, workshops, support for colleagues, and a positive influence on the academic community. These actions underscore my unwavering dedication to fostering excellence in higher education and furthering the growth of both institutions and individuals.