1- August 16,2016: Seminar on Translating Poetry, Beit-u-Shi’r, Sharjah.
2- 25/10/2016 : Holding the 29th Session of The Reading Club.
3- Nov. 15, 2016: Seminar, Shakespeare’s Early Life in Stratford-upon-Avon: A Social Perspective.
4- Sep. 29- Oct. 4 , 2016 : Giving critical evaluation of theatrical performances, Kalba Annual Festival of Short Plays, Government of Sharjah.
5- October 19-22, 2016 : 3 panels and one workshop, Dubai International Translation Conference, Government of Dubai.
6- November 2-12, 2016 : 1 panel and 1 presentation, Sharjah International Book Fair.
7- November 2-12, 2016 : Judge, The Best Non-Fiction Book Award, Sharjah International Book Fair.
8- November 2-12, 2016: Judge, University Student Essay Writing Award, Sharjah International Book Fair.
9- November 25, 2016: A series of workshops on The Art of Communication in the Work Place. The first was hosted by the Deanship of Academic Support Services.
1. Vice-President and Member of Board of Management, Association of Professors of English and Translation at Arab Universities (APETAU), 2003-2015.
2. Managing Editor, University of Sharjah Journal of Humanities, 2011-3.
3. Member of the International Advisory Board, Journal of Advanced Research, 2012-date.
4. Member of the Literary London Society, 2013-date.
5. Co-Editor, Synthesis, The International Indian Journal of English Literature and Language, since June 2010.
6. Editorial Board Member, Plath Profiles Online Journal, Indiana University Northwest, July 2008-July 2010.
7. Member, The Association for Literature of Region and Nation, Manchester, England, since 2004.
8. Member, World Arab Translators’ Association, since 2004.
9. Member, The Cultural Committee of the Arabic Language Society, Sharjah, UAE, since 2005.
10. Member, Shakespeare International Society, since 2005.
1. Samarrai, G. (Ed & Tr.).Emirati Creative Works, Poems and Short Stories, Department of Culture and Information, Government of Sharjah, 2016.
2. Samarrai, G. The Browningesque Legacy in Modern American Poetry, New Orient Publications, Baghdad, 2010.
3. Samarrai, G. Western Impact on Modern Arabic Poetry, Department of Culture and Information, Government of Sharjah, 2009.
4. Samarrai, G. (Ed & Tr.). Sharjah: A Poetic Perspective. Department of Culture and Information, Government of Sharjah. (upcoming).
5. Samarrai, G. (Tr.). The politics of the Second Electorate: Women and Public Participation, by Joni Lovenduski and Jill Hills (332 pages, published in 1981 by Routledge and Kegan Paul).
6. Samarrai, G. (Tr.). Soldiers, Peasants and Bureaucrats, by Roman Kolkowics (352 pages, published in 1982 by Unwin Hyman).
7. Samarrai, G. (Tr.). A People Without a Country, by Gerard Chaliand (320 pages, published in 1982 by Interlink Publishing Group).
1. "Rejuvenating T. S. Eliot's The Waste Land," Canadian Review of Comparative Literature, Vol. 41, No. 1, June 2014.
2. "Women's Quest for Identity in Tennessee Williams," University of Sharjah Journal for Humanities and Social Sciences, (Issue 1, Vol. 8, 2011).
3. "Reclaiming Colonized Literary Spaces," in Raja Sekhar Petteti (ed.), Exploring Fourth World Literatures, New Delhi: Prestige, 2011. Print.
4. “The Benign Maternal Power in the Plays of Eugene O'Neil," Cairo Studies in English, Vol. special, 2010).
5. "Reconstructing Virginia Woolf's Feminism", Synthesis, Vol. 3, No. 2, June 2010.
6. “Naguib Mahfouz’s Task of Cultural Representation”, Journal of the College of Arts, University of Basrah, No. 53, September 2010.
7. "Decentralizing Influences in Literature," Littcrit, Vol 35, No. 1 & 2, December 2009.
8. "Bombingham: Anthony Grooms's Contribution to Constructing Control over Black Representations in Contemporary American Literature." International Journal of Arabic-English Studies (IJAES), Vol.10, November 2009.
9. "Reclaiming Egyptian Identity in Naguib Mahfouz's Trilogy." In the Proceedings of the Ninth Symposium on Comparative Literature held by Cairo University, Egypt, December 2009.
10. "Expressivity of Form in English Poetry." In the Proceedings of the 27th CDELT National Symposium on English Language Teaching, Ain Shams University, Cairo, April 2007
11. "Hymn of the Rain, Sayyab’s Decolonizing Task." International Journal of Arabic-English Studies (IJAES), Vol. 6, November 2005.
12. "Trends in Modern Arabic Poetry." Journal of Oxford Academy for Advanced Studies, Oxford, England, April 2001.
13. "Anglo-American Influence on Modern Arabic Literature, a Post-Colonial Perspective." In Arab-American Relations, a book published by Jordan University, 2000.
14. "Dramatic Symbolism in Sean O’Casey’s Dublin Trilogy," Journal of Humanities, University of Sebha, Vol. I, No. 1, 1994.
15. "Socialism in Sean O’Casey’s Dramatic Works," Journal of the College of Education, Al-Mustansiriyya University, Baghdad, No.3, 1993.
16. "Diagrammatic Analysis of Poems," Journal of the College of Education, Al-Mustansiriyya University, Baghdad, No.2, 1993.
1. November 2016: Certificate of Gratitude, Sharjah Book Authority, Government of Sharjah.
2. April 2016: Emblem of Gratitude, Executive Council, Government of Ajman, United Arab emirates.
3. November 2015: Certificate of Gratitude and Appreciation, Sharjah Book Authority, Government of Sharjah.
4. November 2014: Certificate of Gratitude, Department of Culture and Information, Government of Sharjah.
5. August 2012: The College of Arts Emblem of Distinction in Teaching.
6. June 2011: The College of Arts Emblem of Distinction in research.
7. March 2010: Certificate of Appreciation, Chair, Department of English Language and Literature, University of Sharjah.
8. April 2010: Certificate of Gratitude, Ministry of Education, Sharjah, Educational Zone.
9. September 2009: Certificate of Recognition, University of Acharya Nagarjuna, India.
10. January 2008: The Chancellor's Certificate of Recognition for University services between May 2005 and September 2007.
11. March 2006: Certificate of Gratitude and Medal of Appreciation, Ministry of Education, Sharjah, Educational Zone.
12. April 2000: Medal of Appreciation, Jordan University, Jordan.
Statement of Teaching Philosophy
I have always kept in mind that teaching strategies turn effective when they derive from one's teaching philosophy and his/her day-to-day teaching practices. I still remember the great teachers I have had and think about what made them inspirational. The idea soon comes up: they cared the most about teaching and about us; they knew the golden rule that teaching is about the students.
It is our turn to take the lead.
My long teaching experience has built upon a strong passion for teaching and genuine care about students.
Teaching literature, however, is not an easy job, especially to students who struggle with the language. The problem becomes all the more acute when students are less motivated. The teacher's main task then is to motivate them: let them feel that it is important for them to read literature and let them know, afterwards, that you are going to work with them to help them understand it. Describe to them in concrete words how you plan to teach them and this makes them trust their potentials.
In addition, I have never felt I am the best teacher and this feeling motivates me to work continuously to develop new teaching strategies. My passion for teaching requires continuous efforts to vary my teaching approaches, and helps me get the pleasure of watching my students learn. However, this – again – is not an easy job; it only results from putting together a number of demanding chores I usually take into consideration:
First, I need to understand my audience. Accordingly, I should be specific about the learning goals and decide upon the intellectual work (research, reasoning, interpretation) I want to teach them to be able to do.
Second, I need to organize class time to enable students to be actively involved in reaching those goals.
Third, I have to understand how the work I assign to be done out of class help my students make progress toward those goals.
The fourth point I care about is the necessity that I know whether my students are making progress toward the learning goals. This requires concrete evidence, usually obtained via assessment of performance and course evaluations.
Another important point is my endeavor to make the course engaging and interesting throughout the semester. In this connection, individual meetings and mutual feedback are essential.
The most significant point, though, is making sure that my classes contribute to my students’ liberal arts education. A good example in this connection is what happened one morning in 2012-3 all Semester. In my Shakespeare class, my students were engaged in discussing how studying literature can nurture their minds and how my classes can help them understand the implications and significance of what they are learning. One student, a German who has been in this country (UAE) for many years, reported that moving to a different country means encountering different cultures and norms. In her childhood in Germany she used to listen to music, but this opportunity has diminished in this country where Islamic culture dominates. Studying literature, she says, has restored to her the pleasure of enjoying arts.
This and other examples are usually at the centre of my self-developed strategy by which I endeavor to integrate my research and teaching.
To conclude my statement I'd like to refer to the significance of self-provided and peer-provided feedback. I usually reflect on possible styles of teaching activities that I would like to try out as my career advances. Related to this is my habit of reviewing the comments my colleagues write during their peer evaluation visits.