Teaching

Creating Inclusive Environments Where All Students Can Thrive

Teaching Outlook

The heart of effective teaching lies in the ability to inspire, connect, and evolve. I believe a good teacher is a lifelong learner—adapting and growing alongside students. Every classroom interaction presents an opportunity to exchange knowledge and perspectives, creating a dynamic learning environment where students actively engage rather than passively absorb information.

My teaching philosophy is grounded in three core principles:

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Student-Centered Learning

I create environments where students feel empowered to ask questions, share ideas, and take ownership of their learning. No question is trivial—every inquiry is an opportunity for discovery.

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Inclusive & Accessible Design

Drawing on Universal Design for Learning principles, I incorporate multiple modes of content delivery—visual, verbal, and experiential—to support diverse learning needs.

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Active Engagement

I use interactive teaching methods including think-pair-share, case studies, real-world applications, and hands-on laboratory experiences to make complex concepts engaging.


Teaching Experience

Biology Instructor, Acadia University (2025-2026)

BIOL 1123: Organisms and Their Environment II

  • Course instructor for 170 first-year students
  • Topics: Evolution, DNA replication and transcription, molecular techniques, evolutionary biology
  • Redesigned course using clear learning outcomes and interactive pedagogical methods
  • Work closely with Accessible Learning Services to accommodate diverse needs

BIOL 2010: Cell and Molecular Biology Laboratory

  • Lab instructor for 120 second-year students across 5 lab sections
  • Redesigned and delivered hands-on experiments in molecular biology techniques
  • Developed complete lab syllabus with emphasis on experimental design

2024-2025


BIOL 2600: Ecology | Carleton University

Developed and delivered three 90-minute lectures: "Aquatic Ecology," "Ecological Disturbances," and "Ecosystem Management" using BOPPPS lesson planning framework.

Student feedback: "It was engaging and felt like it could be a big conversation"

2024


GRY 351: Sustainable Management of Natural Resources | Carleton University

Delivered virtual seminar on "Mountain Pine Beetle and Its Effect on Canadian Forests," integrating recent research findings with management strategies.

2022-2023


BIOL 2001: Animals: Form and Function | Carleton University

Developed lecture on "Molluscs" for 200 students, delivered both virtually and in-person.

2019


Ecophysiology of Aquatic Organisms | University of Rostock

Delivered interactinve lecture on "Energy Metabolism" for 30 graduate students, in-person.

Teaching Approach

Interactive Learning

I design my courses to maximize student engagement through:

  • Interactive Quizzes: Real-time polling and quiz questions maintain attention and assess understanding throughout lectures
  • Think-Pair-Share: Students first contemplate individually, then discuss with peers, before sharing with the class
  • Case Studies: Real-world scenarios help students apply concepts to authentic situations
  • Visual Aids: Props, demonstrations, and visual examples make abstract concepts concrete and memorable
  • Group Discussions: Small group work allows students to learn from peers and identify areas where they need support

Accessibility & Universal Design

I design teaching materials keeping accessibility in mind:

  • Multiple modes of content delivery (visual, verbal, experiential)
  • Lab materials provided in advance in both written and visual formats
  • Close collaboration with Accessibility Services to accommodate diverse needs
  • Visual cues and real-world examples to support understanding
  • Flexible assessment options when appropriate

Student-Centered Assessment

  • Formative Assessment: Regular low-stakes quizzes provide feedback without pressure
  • Early Course Feedback: I solicit student input mid-semester to adjust teaching approaches in real-time
  • Clear Expectations: Detailed rubrics and learning outcomes help students understand goals
  • Scaffolded Learning: Complex skills are built progressively through the semester

Student Feedback

"Dr. Haider's jokes are funny"

"The wooclaps, question-answer during lecture"

"Interactive and memorable"

"It was engaging and felt like it could be a big conversation"

"Creating safe environment to learn and ask questions"

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