During with the students. In addition, I prepared,

During my teaching assistantship of 128 hours at Polytech University for
two years, I have assisted Prof. Denis Jongmans and Prof. Stephane Garambois in
teaching third and fourth year civil engineering students in studying the Earth
structure using the properties of the soil: we had outdoor acquisition
experiments at landslide sites, using active and passive seismic measurements,
as well as electrical measurements to study the resistivity of the soil. In
class, we used different softwares (Sardine, Geopsy) to study and invert the
shear wave velocity and other soil parameters.

As well, I have
had different sessions of reading articles with the students.

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In addition, I
prepared, in collaboration with Dr. Gregory Bièvre, and taught a Matlab
workshop in order to quantify the volume of the exploitable soil from a quarry,
with 2 main objectives: learn how to use Matlab and how to use it for the sake
of engineering purposes. As well, I graded geophysics reports and presentations.

In my student teaching At Polytech in France, I worked with a group of
students who were very diverse both culturally and linguistically. Me, as a
Lebanese instructor, them, as French majority students, with some Chinese,
Brazilian, Algerian and even Lebanese among them, I have come to understand
that not all students are alike; they learn at different paces, and what they
value in their training and education varies among students. Therefore, adjusting
my instruction to match the abilities and preexisting knowledge that each
student brings to the classroom is paramount to foster a safe and productive
environment for all students.

I have followed teaching and management trainings and got the Label
diploma in Research and High Education. Throughout my teaching experience and
teaching training, I quickly learned that a student’s success in the classroom
is not only dependent on their commitment to excellence but also on the
capacity of their teachers to engage them in the learning process.

Moreover, I have organized a one-day scientific event at University of
Grenoble Alpes, with 7 other doctorate students, where we were in charge of
getting the funding, developing the posters, managing the logistic
reservations, social media communication and the animation of experiments and
conferences for the general public, for the 12th edition of the
so-called ‘Les Tribulations Savantes’. Such experience has provided me with a
great sense of satisfaction by providing me with an avenue to contribute to my
community and vulgarizing science for all ages.

Lastly, I have mentored 6 undergraduates during their
4-months-internship in geotechnical companies. As in teaching a course, I
learnt that an effective mentor finds ways to motivate and encourage his
mentees, but he must also ensure that mistakes are acknowledged and learned
from. Thus, I will ensure regular communication and feedback with each
individual.

My teaching
experiences, coupled with my undergraduate and graduate experiences in which I
was a student have taught me the profound impact that one good teacher can have
toward a student’s overall development. While the specific learning goals of a
course are dependent upon the nature of the course itself with regards to other
related course within the department, I have a personal goal and a commitment
to become the best teacher I can be:

(1)   Preparation and
enthusiasm are cornerstones of effective teaching; they are contagious and
inspire critical-thinking and success.

(2)   Successful
teachers are committed and dedicated to improving themselves and their
students. Teaching can always be improved.

(3)   As an instructor,
it is my responsibility to help students generate their own context for meaning
through the application of the new material to their everyday lives.

 

My training as a seismology and civil engineer has provided me a strong
foundation in seismology, geophysics, as well as transportation and geotechnical
engineering, and I am thus prepared to teach all core undergraduate courses in
these disciplines. I also envision teaching and developing electives based on
my research background and on the needs and wants of the department and
students. These could include courses on drilling engineering, geology, and
seismic risk analysis and risk management. As these are rapidly evolving
topics, these courses will be combinations of lectures and reviews of classic
and recent literature. In these courses, I will guide students through projects
and assignments that expose them to important skills including programming,
statistical methods, conducting literature reviews, and scientific proposal
writing. 

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