Sherif Ashraf Fahmy Expertise Letter of interest

As evident from my attached CV, I have a Master's and Ph.D. in Chemistry, and I have been tutoring for the last three years (face to face) and online in two international institutions (The American University in Cairo and the University of Hertfordshire-Egypt campus).

I have always believed that the learning process in the classroom is reciprocal. Sure enough, teachers come with their expertise and knowledge to help students think, write, and sometimes even live in a more rewarding, fulfilling way. Simultaneously, though, students continually inspire teachers not only with ideas expressed verbally or otherwise but also with their anecdotes, diverse backgrounds, and the desire to learn something new. In addition, I believe that inclusive classrooms are crucial and pivotal in making all students feel safe, appreciated, and accepted regardless of their differences, including but not necessarily limited to gender, race, medical condition, or disability.

Throughout my teaching career (at the American University in Cairo and University of Hertfordshire (UH)-Egypt branch), I have worked to convey this notion of reciprocal learning flow to my students. I like them to embrace it firmly, doing my best towards realizing this goal, so they are not intimidated to pose a question or put forth an idea or fear that their question might be seen by peers as inconsequential or not sufficiently intelligent. Students ought to feel that college education hinges largely on their input and pursuit of knowledge. That is why I aim to foster a safe environment where students understand that openness to any and all ideas is conducive to genuine learning. Usually, I encourage my students to share their ideas liberally and take risks.

Additionally, I have worked to design and implement my courses and approach to teaching such that students actually look forward to attending every session. I want them to regard my class more as an opportunity to explore knowledge not encountered before as well as understand the world and themselves better than yet another impediment to cross to earn a degree. Aside from assembling relevant, rich content for them to handle, I strive to equally focus on intrigue and stimulation in delivering what I have to offer in an active learning mode. This stems from my belief that meaningful give-and-take within a community of learners is what sets a college setting apart from purely independent learning, with all due recognition to the