He advises that professors should allocate equivalent content and difficulty of projects. Students expect to evaluate team projects in “Team Member Participation Percentage Sheets,” or peer evaluations, that each team member fills outs, determining the score of each member’s participation to ensure fairness.
In order to prevent students from copying each other, he will complete a few homework problems with the students in-class, thus reducing their homework load. He has found this tactic effective in minimizing plagiarism.
When developing a course syllabus, he suggests that teachers take into consideration an evaluation of every teaching tactic, lesson plan, and the effort of the students to ensure the most relevant proportion of scientific evaluation.
Lastly, Elgafy suggests teachers dedicate a significant amount of time and effort to prepare for quality lesson plans, adjusting teaching methods and content based on the students’ specific circumstances, in order to maximize learning retention rates.
Ending on a warm and successful note, CQU-JCI plans to organize similar teaching seminars, taught in English, to provide more learning and networking opportunities for Chinese teachers.
Ahmed Elgafy, PhD, professor from University of Cincinnati (UC), College of Engineering and Applied Science (CEAS) Mechanical and Materials Engineering (MME), has taught more than 30 different courses and published more than 30 papers. His extensive teaching experience consistently draws in excellent student feedback, awarding him the “CEAS Professor of the Semester” title in the spring of 2013 and “CEAS Professor of the Year 2013.”