- 2019-now, Professor, Mathematics department, College of Sciences, University of Sharjah, Sharjah, UAE.
- 2005-2019, Professor, Department of Mathematics, KFUPM, Dhahran, Saudi Arabia
- 2001-2005, Associate Professor, Department of Mathematics, KFUPM, Dhahran, Saudi Arabia
- 1997-2001, Assistant Professor, Department of Mathematics, KFUPM, Dhahran, Saudi Arabia
- 1996-1997, Assistant Professor, Department of Mathematics, Zarka Private University , Jordan
- 1995-1996, Assistant Professor, Department of Mathematics, Nasser University, Libya
- 1989-1995, Assistant Professor, Department of Mathematics, University of Biskra, Algeria.
- 1987-1989, Teaching Assistant, Department of Mathematics, Carnegie-Mellon University (CMU), Pittsburgh, USA
- Editor in Palestine Journal of Mathematics (PJM), Mathematical Methods in the Applied Sciences (MMAS), Boundary value Problems (BVP), International Journal of Differential Equations (IJDE), Nonautonomous Stochastic Dynamical Systems” (NSDS)
- Reviewer for The American Mathematical Society since 2000
- 2011-2015: University Scientific Council
- 2006-2015: KFUPM Olympiad Scientific Committee
- A member of the Organizing Committee, 6th International Conference on Mathematics and Information Sciences, Feb. 09-11, 2017, Egypt http://confs.naturalspublishing.com/icmis2017/page.asp?pgid=31
- A member of the Technical Program Committee, Conference on Differential Equations and Dynamical Systems (CDEDS 2017), September 24 to 26 in Suzhou, China. http://www.engii.org/conference/OrganizingCommittee.aspx?id=932
- A member of the Scientific Committee , The I. International Scientific and Vocational Studies Congress (BILMES 2017) to be held on 05-08 October 2017, Ürgüp, Nevşehir, Turkey http://www.bilmescongress.com/Bilim-Kurulu_Pages_84.html
- A member of the Scientific Committee, International Conference on Mathematics and information Technology, Dec. 04-05, 2017, Adrar, Algeria http://icmit2017.univ-adrar.dz/
1) M.M. Al-Gharabli and S.A. Messaoudi, THE EXISTENCE AND THE ASYMPTOTIC BEHAVIOR OF A PLATE EQUATION WITH FRICTIONAL DAMPING AND A LOGARITHMIC SOURCE TERM, J. Math. Anal. Appl. 454 (2017) 1114–1128
2) Salim A. Messaoudi, Ala Talahmeh, and Jamal Al-Smail, Nonlinear Damped Wave Equation: Existence and Blow-up, Computers and Mathematics with Applications 74 (2017) 3024–3041
3) Ahmed A. Keddi, Tijani A. Apalara, Salim A. Messaoudi, Exponential and polynomial decay in a thermoelastic-Bresse system with second sound, Applied Mathematics and Optimization 77 # 2 (2018), 315–341
4) Salim A. Messaoudi, Ala Talahmeh, and Jamal Al-Smail Decay for solutions of a nonlinear damped wave equation with variable-exponent nonlinearities, Computers and Mathematics with Applications 76 (2018) 1863–1875
5) Farida Belhannache, Mohammad M. Al-Gharabli, and Salim A. Messaoudi, Asymptotic stability for a viscoelastic equation with nonlinear damping and very general type of relaxation functions, Journal of Dynamical and Control Systems (2019)
6) Salim A. Messaoudi and Jamilu Hashim Hassan, GENERAL DECAY ESTIMATE FOR A CLASS OF WEAKLY DISSIPATIVE SECOND-ORDER SYSTEMS WITH MEMORY, Math. Meth. Appl. Sci. Math Meth Appl Sci. 2019;1–12., DOI: 10.1002/mma.5554
1) Mohammed Kafini, MSc, KFUPM 1999
2) Aisha Al-Shehri, MSc, Girls’ College, Dammam, Saudi Arabia, 2003
3) Ahmad Al-Juhani, MSc, KFUPM, Saudi Arabia, 2005
4) Belkacem Said-Houari, PhD, University of Annaba, Algeria, 2005
5) Said Berrimi, PhD, University of Setif, Algeria, 2005
6) Mohammad Islam Mustafa, PhD, KFUPM, Saudi Arabia, 2008
7) Nuha Al-Jebr, MSc, Girls’ College, Dammam, Saudi Arabia, 2008
8) Easha Al-Zahrani, MSc, Princess Nora University, KSA, 2009
9) Saeed Salman, MSc, KFUPM, Saudi Arabia, 2009
10) Abdelfeteh Fareh, MSc, University of Ouargla, Algeria, 2009
11) Tijani Apalara, MSc, KFUPM, Saudi Arabia, 2010
12) Mohammad Kafini, PhD, Ecole Normale Superieure, Kouba, Algeria, 2011
13) Aisha Al-Shehri, PhD, Girls’ College, Dammam, Saudi Arabia, 2011
14) Brahim Tellab, MSc, University of Ouargla, Algeria, 2011
15) Ahmad Keddi,MSc, University of Ouargla, Algeria, 2012
16) Bellabes Madani, MSc, University of Ouargla, Algeria, 2013
17) Tijani Apalara, PhD, KFUPM, Saudi Arabia, 2013
18) Abdelfeteh Fareh, PhD, University of Annaba, Algeria 2014
19) Mohammad Al-Gharabli, PhD, KFUPM, Saudi Arabia 2014
20) Fairouz Boulanoir, University of Setif, Algeria, 2015
21) Edwin Soh Mukiawa, , PhD, KFUPM, Saudi Arabia 2016
22) Waleed Al-Khulaifi, PhD, KFUPM, Saudi Arabia 2017
23) Ala Talahmeh, , PhD, KFUPM, Saudi Arabia 2017
24) Ahmed Keddi, University Sidi Bellabbes, Algeria, 2018
25) Jamilu Hassan Hashem, PhD, KFUPM, Saudi Arabia 2018
As a Math teacher, I love the challenges of the subject. I came to appreciate why a good number of students have difficulty in learning mathematics. Therefore, in my teaching I try to engage my students mathematically and make them get excited about the subject. I teach my students how to master the fundamentals and then show them how to apply that knowledge to real world problems. This helps them to appreciate the utility of mathematics.
I have been very fortunate to be in an institution which devoted a whole deanship for academic development (DAD). Many specialists from all over the world gave talks and workshops related to teaching and learning. I attended so many of these activities. As a result of all these training, I have now changed a lot in my way of teaching and classroom delivery. I now use what is called the constructivist approach to teaching and learning. Now the concept of active learning is an essential part of my view and philosophy of education. As an educator, I enjoy facilitating students learning of new Math concepts and fundamentals. I always encourage students to take bold steps toward problem solving. I encourage them to utilize the power of technology to visualize some ideas and concepts. I provoke my students with some real-world related applications when I notice that they are bored. Depending on the size of class, I give them small projects related to the concepts in the course. This is to enhance students’ understanding of the subject, and widen their mathematical horizon.
Classrooms are ever changing with new students and new challenges. I strive to be an excellent, caring and flexible teacher so as to respond to the changing classroom and particularly to students’ learning needs. One thing that I know is that I will never have the chance to teach the same class twice. Therefore, I always put my best since that is the only opportunity I have to make a difference. This dynamism is exciting as well as a source of challenge. I always look at teaching as life, where failure is part of it. Hence, I do not get afraid of failure, rather, I remain open to learning from my successes and failures.
I have taught a variety of courses in my major area and other interdisciplinary areas. I also introduced some new graduate courses and supervised a number of MSc and PhD students. I came to understand that an early engagement in research is extremely important, especially for the graduate students. This gives them the opportunity to put into practice the critical thinking skills and knowledge they acquired in class. As I noticed, this goes along way to make the students excited as well as love the subject. Also, this will show them that learning goes beyond the classroom experience.
Recently, I have been fortunate to become more and more involved in graduate student teaching and supervision. My goal, at this level, is to provide future scholars with a solid understanding of the core concepts in the theory. At this level of students’ maturity, active and collaboration learning in a socially conducive atmosphere is critical. Hence, I stress the idea of interpersonal relationships in a meaningful way among my students and teaching assistants. I encourage collaboration and discourage unhealthy competition among my team member. In this regards, students are required to be more involved in the course learning through self reading, problem solving and course mini-project execution. The aim is to prepare my students for research life.
As a result of my working experience at the academia, I came to understand that learning is a life long continues process. I therefore, plan to continue studying and applying best methods of Mathematics education and assessment. I remain open to share my knowledge and skills in a collaborative way with colleagues and other educators with the goal of helping to shape our program outcomes along with the mission of the department and the university, with the aim of raising it to the international level.