Ph.D. Microbiology, Auburn University, Alabama, USA, 1995.
M.Sc. Science (Biological Sciences/Microbiology), Yarmouk University, Irbid-Jordan, 1987.
B.Sc. Science (Major: Biology, Minor: Medical Tech.) Yarmouk University, Irbid-Jordan , 1984.
2009-Present Chairman of Department of Applied Biology, College of Sciences, University of Sharjah, Sharjah, UAE.
2009-Present Full Professor at the Department of Applied Biology, College of Sciences, University of Sharjah, Sharjah, UAE.
2009-Aug.2013 Biotechnology Program Coordinator with University of Sheffield/UK.
2006-2009: Full Professor at the Department of Applied Biological Sciences and Department of Biotechnology & Genetic Engineering, Faculty of Science, Jordan University of Science and Technology, Irbid-Jordan.
1-Saadoun, I., A. Ahmad, A. Nasir, B. Al-Joubori and A. El-Keblawy. 2014. Impacts of Invasive and Native Prosopis Plants from Deserts of the UAE on Soil Microbiota and Seed Germination of Desert Plants. International Journal of Life Science and Medical Research (LSMR). 4 (1): 1-8.2- Saadoun, I., Z. Jaradat, I. Al Tayyar, Z. El Nasser, and Q. Ababneh. 2014. Airborne methicillin resistant Staphylococcus aureus (MRSA) in the indoor environment of King Abdullah University Hospital, Jordan.. Indoor and Built Environment. DOI:10.1177/14203 26X14526604
3- Saadoun, I., K. Hamoudi, M. Kalander, B. Al-Joubori, and Z. Jaradat. 2013. Inhibitory bioactive metabolites produced by actinomycetes isolated from mangrove ecosystem of Khor Kalba' shores, UAE. International Journal of Biotechnology and Food Science. 1(2): 39-45.
4- Saadoun, I., I. Al Tayyar, and Z. El Nasser. 2014. Antibiotic Susceptibility and Concentration of Airborne Coagulase Negative Staphylococci (CoNS) in the Intensive Care Units (ICU) of Different Hospitals in Northern Jordan. University of Sebha Journal for Applied and Scientific Research. 12(2):
5- Saadoun, I. S. Bataineh, Q. Ababneh, K. Hameed, K. Schrader, C. Cantrell, F. Dayan and D. Wedge. 2011. Evaluation of the toxicity of Streptomyces aburaviensis (R9) extract towards various agricultural pests. Agricultural Sciences. 2(4): 491-497.
6- Saadoun, I, E. Batayneh, A. Alhandal and M. Hindieh. 2010. Physiochemical features of Wadi Al-Arab Dam (reservoir), Jordan. Oceanological and Hydrobiological Studies. Vol. XXXIX (4): 189-203.
2005 - 2009 Mr. Qotaiba Ababneh, M.Sc., Graduate Fellow, JUST
2004 - 2006 Ms. Hanadi Ananbeh, M.Sc., Graduate Fellow, JUST
2004 - 2006 Mrs. Ruquai Al-Omari, M.sc., Graduate Fellow, JUST
2004 - 2006 Ms. Asia Malkawi, M.Sc., Graduate Fellow, JUST
2004 - 2006 Mr. Mohammed Awawdeh, M.Sc., Graduate Fellow, JUST
2004 - 2006 Mr. Ibrahim Al-Tayar, M.Sc., Graduate Fellow, JUST
2004 - 2006 Ms. Ahlam Dawaghreh, M.Sc., Graduate Fellow, JUST
Determination of bacterial types in aerated ponds of wastewater treatment plant at Al-Hasan Industrial City. Irbid Jordan.
Evaluation of degree of surface disfigurement of paint films by microbial growth. King Abdulla Hospital/Irbid-Jordan
Biotechnology Students' Training Experience/Summer 2013. Department of Applied Biology, University of Sharjah, Sharjah/UAE. Sept 11th, 2013.
Biotechnology Students' Training Experience/Summer 2012. Department of Applied Biology, University of Sharjah, Sharjah/UAE. Sept 12th, 2012.
Biotechnology Program/UoS 2009--2012. Presented to the External Examiners from UK. Department of Applied Biology, University of Sharjah, Sharjah/UAE. May 27th, 2012.
Ongoing Progress of Biotechnology Program/UoS in Collaboration with Dept. of Molecular Biology & Biotechnology, The Univ. of Sheffield, Sheffield/UK. May 15th, 2012.
Training Courses/ Workshops Delivered:
Orientation to Summer 2014 Trainees "Biotechnology Students' Training". Dept. of Applied Biology, Univ. of Sharjah, Sharjah-UAE, Feb. 11th, 2014.
Academic Orientation to Newly Admitted Biotechnology Students. Dept. of Applied Biology, Univ. of Sharjah, Sharjah-UAE, Sept. 18, 2013.
Risk Assessment and Management of Genetically Modified Organisms (GMOs). Ministry of Environment. Moatah Univ., Moatah-Jordan 24/3/2004. 26th, 2012.
I have been teaching for 19 years and still giving the best every year for my teaching career. The current statement refelects my teaching philosophy up to this time where teaching, research and learning are going side by side. As parts of the teaching process, both the teacher and students learn from each other and thus both parts do participate. Teaching is an exciting message to be delivered in a dynamic way depending on needs and latest update developments. However, my teaching philosophy is based on the following:
Preparation: Preparation of any material, which will be delivered to the students, is a basic educational concept that should be applied at any teaching level. Because my career started at a state university where student crowdedness is common especially in the general courses such as biology, I feel to get prepared would allow to control large classes. Preparation reflects the organization of the course syllabus, audiovisual aids and update literature. Construction of a course syllabus explains how the course will proceed and its objectives and contents. In addition, the date of exams, type of questions, textbook and grade distribution should be emphasized. Be prepared in advance with windows for amendments and changes enabled me to participate in different activities such as supervision of undergraduate and graduate students, writing proposals and attending different local, national and international meetings.
Assessment Strategies and Tools: Get the students to be involved during the entire period of the class to think about the conveyed subjects and how that would help them in their future. I expect that my students will acquire knowledge, skills of thinking and writing. As a biology and biotechnology teacher, I usually encourage my students to go outside the campus boundaries to be in contact with the society with the intention to achieve the objectives of the course. This is very clear in my basic biotechnology, environmental biotechnology or microbiology classes, which aim to have applications in our lives.
Fairness: I mean to understand and take care of students as a role model and respect the differences among people in term of thoughts, feelings, abilities and backgrounds. Makeup exams might explain this point providing that regular exams not to be used to hammer the students, but as an evaluation tool that should reflect students' performance
Advising and Office Hours: My position as a chairman for an academic department in both state and private universities taught me to take care of students during their terms of study. Advising students to prepare their schedules and how to upgrade their accumulative averages is important. I expect from the office hours to direct students before and after exams and discuss the points that help them to perform better.
Examinations: Teachers use different tools to assess student performance such as home works, quizzes and performance follow-up; however, examinations are common. I expect from my exams to assess the students’ performance to a certain subject in addition to achieve the objectives of the course. As an examiner, objectiveness is crucial and entitles grading of exams based on a key that should be discussed after the exam period. All changes or amendments to the exam should be pointed out to the instructors and particularly in the multi-section courses. Online exams are examples of application of objectiveness and a new technology that would develop courses.
How to implement the above concepts and improve my approach in the classroom is gained through my daily practice, which is enriched with updated literature and student evaluations.