Nesma Khalil
Mathematics Senior Lecturer
A mathematics educator focused on effective instruction, student success, and academic engagement
I teach mathematics with an emphasis on clarity, structured problem-solving, and student persistence. My instructional approach integrates evidence-informed teaching practices, inclusive classroom techniques, and formative assessment strategies that support student learning and retention. I am also engaged in interdisciplinary research and academic service, contributing to department initiatives, student-facing events, and institutional communication efforts. My academic interests span curriculum development, applied mathematics, and emerging intersections between mathematics, computing, and technology.
Strengthening academic communities through outreach, events, and meaningful faculty service.
Fostering student success through structured teaching, academic mentoring, and evidence-informed support.
Advancing mathematical inquiry through research, collaboration, and interdisciplinary exploration.
My Teaching Philosophy
My approach to teaching mathematics centers on clarity, structure, and student engagement. Because mathematics is a discipline built on reasoning and interconnected ideas, instruction should reflect that. I organize content to highlight underlying concepts rather than isolated procedures and emphasize problem solving as a skill that can be developed.
I work from the belief that students learn more effectively when they are active participants in constructing knowledge. In line with constructivist views of learning, I incorporate guided exploration, structured practice, and ongoing formative feedback to help students monitor their progress and refine their thinking.
Many students approach mathematics with anxiety or see it as disconnected from real life. To counter this, I integrate applied and interdisciplinary contexts that show how mathematical thinking supports areas such as engineering, computing, and technology. These connections strengthen motivation and help students understand why concepts matter.
Instructional decisions are informed by observation, performance trends, and student feedback. I adjust pacing, address gaps directly, and provide scaffolding that supports persistence with challenging material, because coherence and retention are essential in mathematically intensive courses.
Technology plays a productive role when used intentionally. Tools like GeoGebra enable dynamic visualization and experimentation, shifting my role toward facilitation as students justify reasoning, ask questions, and reflect on outcomes.
My broader goal is to help students develop analytical habits of mind including questioning assumptions, validating results, and approaching problems systematically. As my teaching evolves, I continue to refine strategies that lower unnecessary barriers, strengthen engagement, and improve performance while maintaining academic rigor.