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Prof.Esam Agamy Dean of Quality Assurance, Institutional Effectiveness and Accreditation Academic RankProfessor


  • Embryology

Research Interests:

  • - Neural crest cells migration and differentiation; - Aquatic pollution; - Quality Assurance in Higher Education


PhD in Embryology, Reading University, United Kingdom
Teaching and research assistant, lecturer, assistant professor, associate professor and professor. Vice dean and dean for various colleges. Assistant chancellor, executive director and dean of quality assurance and accreditation at the University of Sharjah.
European Association of Pigment Cell Research The Expert Group of Developmental Biology British Society of Developmental Biology European Society of Medical Education MENA Association for Institutional Research Society of Team Based Learning
- Impact of oil pollution on Arabian Gulf fish - Impact of using student e-portfolio on enhancing student experience
Agamy, E. (2013). Sub chronic exposure to crude oil and dispersed oil induces epitheliocystis and other histopathological alterations in the gills of the juvenile rabbit fish (Siganus canaliculatus). Ecotoxicol. Environ. Safety, 92: 180-190. Agamy, E. (2013). Impact of laboratory exposure to light Arabian crude oil, dispersed oil and dispersant on the gills of the juvenile brown spotted grouper (Epinephelus chlorostigma). A histopathological study. Marine Environ. Res. 86:46-55. Agamy, E. and Alhakim, A. (2013). Monitoring the Student Experience: Case Study of the University of Sharjah. In “Enhancing Student Feedback and Improvement Systems in Tertiary Education. Mahsood Shah and Chenicheri Sid Nair, eds.”. CAA Quality Series No. 5, UAE. Agamy, E. (2012). Histopathological liver alterations in juvenile rabbit fish (Siganus canaliculatus) exposed to light Arabian crude oil, dispersed oil and dispersant. Ecotoxicol. Environ. Safety, 75:171-179. Agamy, E. (2012). Histopathological liver alterations in juvenile Brown Spotted Grouper (Epinephelus chlorostigma) exposed to light Arabian crude oil and dispersed oil. Toxicologic Pathology. 40(8):1128-1140. Hamdy, H. and Agamy, E. (2011). Is running a Problem-Based Learning curriculum more expensive than a traditional Subject-Based Curriculum? Medical Teacher 33: 509–514.
Supervised Master and PhD thesis
The University of Sharjah Award of Excellence in Teaching and Learning. The University of Sharjah Award of Excellence in Community Service
Referee for Khalifa Award of Excellence in Higher Education. Member of the Scientific Council of Sharjah Police Academy. Member of the Committee of developing science teaching methods in Sharjah Education Council
Learning is, of course, the main purpose of education. It is the goal of every student and the task of every teacher to increase knowledge, understanding, and skills in and out of the classroom. I feel that the concept of learning should be focused around following main areas: 1) Independent thought is essential to the development of each student. Being able to form unique independent ideas to solve problems will serve them both in and outside of the classroom. 2) Group interaction is also an important part of learning. Being able to share ideas, validate them with those of others, and teamwork are important processes in social and mental development. 3) The teacher should also be prepared to lead students in the direction they should go to reach correct conclusions and answers, without always providing the answers themselves. 4) Stressing the use of learned ideas and processes in new situations is essential. By using information, students should be able to apply what they have learned to new life or learning situations. Transfer of this sort is what really determines what has been learned. I have three primary goals for students, which I include on my syllabus. First, I want them to learn how to think critically-not only about the topics I present in class, but also about information that they are exposed to in their everyday lives. Second, I want my students to understand the widespread application of the subject. Third, I want my students to truly enjoy learning. Technology is very useful and should be utilized effectively. I feel that “seeing is believing” and so audio-visual aids like using multimedia, providing hand outs, showing video clips to emphasize important points, and using Blackboard are effective learning tools with proven impacts. In addition, I encourage the use of state-of-the art softwares to stay in tune with the needs of the profession. In order to improve my teaching ability, I welcome feedback from others. I encourage students to express their comments about their progress, my teaching ability, and the way the course is structured by providing them the opportunity to formally evaluate these things after their first exam. It is always a positive experience to address their concerns and make changes as needed. I've seen my teaching improve as evidenced by better attendance, student evaluations, and self-evaluations.
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