List of courses that I have experience teaching at universities:

>Constitutional Law
>Corporate Entities
>Introduction to Law
>Legal Systems and Societies
>Legal Terminology in English
>Public International Law
>Terrorism and International Law
>Grade 10 Modern World History
>Grade 9 History (IGSCE)
>Grade 8 Humanities (MYP)
>Grade 6 English

  Academic Advising
  academic advicing

“Most students expect specific answers to short-term questions about courses, schedules, and procedures from advisers. But advising can be viewed in a broader way. Advisers who first encourage students to consider larger questions about educational and career goals and then help students plan their courses of study share responsibility for advising with students.”

Susan H. Frost “Academic Advising for Student Success: A System of Shared Responsibility”

Both at the University of Waikato and at Prince Sultan University in Saudi Arabia I have been involved with academic advising. This is a crucial role for law educators, whether they be in New Zealand or in the Middle East. Obviously, there is a great deal of research behind advising of which I have read only a small part. However, my personal perspective on advising is that is must be more than just signing off on courses and ticking boxes for students to re-enroll. Academic advising should be a process which begins with building up a relationship with students whereby the educator makes an effort to get to know the student, their goals for the future, their concerns, their strengths and their weaknesses. More importantly, my perspective is that the academic advisor should see the student as being at the centre of the academic advising process.

I see the process as being based on the student’s awareness of their own learning, of their goals for the future and on their career aspirations. Essentially, my view is one that aligns with a descriptive model of academic advising which, as with all university learning, has the student as its centre. Universities need to provide adequate training and time to allow educators to make academic advising a real and useful experience for all students.


  Maximizing Learning in Large Groups, 2009

University of Waikato, Hamilton, New Zealand.

This workshop helped me to focus on the distinctive features of large class teaching and consider ways of maximizing student learning in this context. Given that many lectures have up to (sometimes in excess of) 200 students, it was important for me to inquire into the specific ways that I could maximize this experience for my students. The workshop covered topics such as the purposes of large class teaching, the benefits and challenges, how to establish dialogue in the large class context and what types of strategies can be used to engage students. I have used the strategies that I learnt about in this workshop in both New Zealand and Saudi Arabia.




I thoroughly enjoy the challenges and satisfaction that come with teaching. I have taught students at middle school and high school level (in Syria) as well as adults (at Waikato University in New Zealand and at Prince Sultan University in Saudi Arabia). I have always received positive feedback from students, parents and colleagues. Sometimes the feedback is more formal, in the form of teaching appraisals. Where these have been conducted I have made them available below. At other times the feedback is more personal and informal.

Terrorism, war and international law   PSU   ICARDA
Teaching Appraisals
  • Teaching Appraisal Summary from Teaching and Development Unit and University of Waikato:
    MTAS (HAM) 2008.pdf

Professional development:
Post-Graduate Certificate in Tertiary Teaching (PGCertTT)


This is an optional, post-graduate qualification in tertiary teaching that aims to assist lecturers with the improvement of their teaching performance by allowing them to engage with the most recent research on teaching as well as having the benefits of teaching mentors. I have one paper to finish in order to complete this qualification.

I attended the International Conference on Teaching and Learning as Tools of Progress in Higher Education 2011 held in Riyadh on 16-17 January 2011.

I attended numerous workshops at the University of Waikato in 2007 and 2009 including the following workshops conducted by the Teaching and Development Unit:

>An Introduction to Course Design
>Teaching Strategies to Develope Students’ Learning Skills
>Maximising Small-Group Teaching
>Maximising Learning in Large Groups
>Principles of Assessment
>Assessment Matters: Group Work Assessment
>Research and Teaching
>Tertiary Teaching: Exploring Our Beliefs

I conducted a workshop at the Prince Sultan University College for Women  in 2011 based on a teaching initiative that I had introduced in my courses. The name of the workshop was: Using Reflective Journals in the Law PYP Program: objectives and outcomes. The Powerpoint presentation that I used as the basis of my workshop is available here

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