“The best way to teach is to have no philosophy” (Prof. Richard P. Feynman – 1965 Physics Nobel laureate)
Teaching subject (since 2003/2004)
- Green Chemistry (SSCC 4363 – Sem 1 – 2020/2021)
- Solid State Chemistry (SSCC 4473 – Sem 2 – 2019/2020)
- Chemical Reactions Process (SSCC 3423 – Sem 1 – 2019/2020)
- Molecular Spectroscopy (SSCC 2473 – Sem 2 – 2018/2019)
- Green Chemistry (SSCC 4363 – Sem 1 – 2018/2019)
- Chemical Reactions Process (SSCC 3423 – Sem 2 – 2017/2018)
- Quantum Chemistry (SSCC 3463 – Sem 2 – 2017/2018)
- Green Chemistry (SSCC 4363 – Sem 1 – 2017/2018)
- Chemical Reactions Process (SSCC 3423 – Sem 2 – 2016/2017)
- Quantum Chemistry (SSCC 3463 – Sem 2 – 2016/2017)
- Physical Chemistry Laboratory (SSCC 2841 – Sem 1 – 2016/2017)
- Surface and Colloid Chemistry (SSCC 3423 – Sem 2 – 2015/2016)
- Quantum Chemistry (SSCC 3463 – Sem 2 – 2015/2016)
- Chemical Reactions Process (SSCC 4443 – Sem 2 – 2015/2016)
- Solid State Chemistry (SSCC 4473 – Sem 2 – 2014/2015)
- Chemical Reactions Process (SSCC 4443 – Sem 1 – 2014/2015)
- Quantum Chemistry (SSCC 3463 – Sem 2 – 2013/2014)
- Chemical Reactions Process (SSC 4443 – Sem 1 – 2013/2014)
- Molecular symmetry and spectroscopy (SSC 2433 – Sem 2 – 2011/2012)
- Molecular symmetry and spectroscopy (SSC 2433 – Sem 1 – 2011/2012)
- Surface and Colloid Chemistry (MSK1433 – Sem 1 – 2012/2013)
- Surface and Colloid Chemistry (MSK1433 – Sem 1 – 2011/2012)
- Advanced Physical Chemistry (MSK1413 – Sem 3 – 2010/2011)
- Advanced Spectroscopy (MSK1453 – Sem 2 – 2010/2011)
- Molecular Symmetry and Spectroscopy (SSC 2433 – Sem 1 – 2010/2011)
- Solid State Chemistry (SSC 3473 – Sem 2 – 2009/2010)
- Quantum Chemistry and Spectroscopy (SSC 2463 – Sem 1 – 2009/2010)
- Solid State Chemistry (SSC 3473 – Sem 2 – 2008/2009)
- Quantum Chemistry and Spectroscopy (SSC 2463 – Sem 1 – 2008/2009)
- Industrial Chemical Process (SSC 2423 – Sem 2 2007/2008)
- Quantum Chemistry and Spectroscopy (SSK 2463 Sem 1 -2007/2008)
- Physical Chemistry II (SSC 2413 – Sem 1 2006/2007)
- Materials Chemistry (SSK 3752 – Sem 1 2005/2006)
- Materials Chemistry (SSK 3752 – Sem 2 2004/2005)
- Quantum Chemistry and Spectroscopy (SSK 3443 – Sem 1 – 2004/2005)
- Advanced Spectroscopy (SSK 3423/MSK 1453 – Sem 2 – 2003/2004)
Special lecture on heterogeneous catalysis at Department of Chemistry, Institut Teknologi Bandung, Indonesia (16 – 20 November 2009)
- Chemical Design of Heterogeneous Catalysis
After obtained my Ph.D. degree in 1998, I was a postdoctoral researcher for 4.5 years at Universiti Teknologi Malaysia and Hokkaido University, Japan. In 2003, I was hired by Ibnu Sina Institute for Fundamental Science Studies, Universiti Teknologi Malaysia as a lecturer. As a researcher, I published more than 100 papers in refereed journals. I have chosen to teach because of the profound impact that teaching can have on others’ lives. I once read somewhere that teaching and research are multiplicative and not additive factors in one’s stature as a scientist. It means that you are zero as a scientist if you cannot teach. Of course, it also means that you are zero as a scientist if you do not do research. While working as a postdoctoral researcher, I took every opportunity to teach in informal “training” sessions. I find no greater job satisfaction than in assisting others to learn.
My motivation to teach comes from a desire to help others and see students’ excitement as they learn new concepts. I believe teaching is my way to make a positive difference in the world one student at a time. As a young lecturer, I recognize that I have a lot to learn about good pedagogy. I hope to be a lifelong learner on how to be a better lecturer. I began this process by being a participant in the “Teaching Certificate for Higher Education” courses at Universiti Teknologi Malaysia. From my point of view, teaching is finding ways to present the material to engage the very best students. But the lesson is also finding ways to reach the less talented students. One of the beautiful things about Universiti Teknologi Malaysia is the beautiful diversity of its students. It certainly applies to race and religion.
In the class, I tell my students repeatedly that memorizing the definition of a concept is worse than worthless because it limits understanding. They can only see the idea from one perspective. I explain the idea in several ways, using various visual aids and multiple analogies. I tell the students, “don’t write anything in your notes until you see it.” I try to create an image of the concept in their mind that they can see as they would see a three-dimensional picture. Just as you can see a picture from any angle and it looks different yet the same, students using multiple learning tools can understand the concept from various perspectives allowing them to apply their understanding of the idea to various problems. I believe, is approaching the ultimate goal of teaching: to teach students to learn, to understand, and to think. I think that students must have an interest in a subject to learn it well, and a primary source for that interest comes from the lecturer’s enthusiasm. I believe a lecturer’s passion for the subject is contagious if it is channeled correctly.
Enthusiasm can motivate students to learn the material. Since I worked at Universiti Teknologi Malaysia as a lecturer, I am supervising or have supervised several postgraduate and undergraduate students. One of my BSc student, Mr. Amir Faizal Naidu Abdul Manan, graduated with 1st class honor. His thesis was awarded as the best thesis of the year 2004 by Persatuan Sains Analisis Malaysia (ANALIS). Part of his work was published in a prestigious journal in the field, the Journal of Hazardous Materials. Mr. Amir was an M.Sc. student at Imperial College of Science, Technology, and Medicine, the University of London, England. Based on this experience, it is realized that teaching is a lot more than the time spends formally standing in front of a classroom.
In the next short period, I need to improve my teaching and to write material for my classroom, where suitable material was lacking and evaluating my classes’ performance to determine whether my teaching is valid or not. My long term goal is to make efficient and effective teaching by using technology. I need to improve my pedagogy through short courses and conferences and read more books and journals on education.
Hadi Nur’s lectures are typically organized as follows: students get handouts in advance, which contain most – but certainly not all – of the information. These handouts will help students to concentrate on the lecture on what is taught. A lecture is delivered containing all the necessary information to know, and you are expected to take extensive notes on your handouts. Your revising should be directed to understanding the principles and reproducing the material in the handouts. I am always willing to make an appointment in case you want to have significant bits of the lectures re-explained to you. Please email, SMS, or ask me after classes.