Award-winning teacher once again – Seidon Alsaody recognised by K Programme students
Photo: Marie Chajara Svensson
Seidon Alsaody, Senior Lecturer at the Department of Mathematics, has been awarded the K Section’s teaching prize for his teaching in Single Variable Calculus as well as Linear Algebra and Geometry. With clear explanations, engaging lectures, and a genuine dedication to student learning, he has made a strong impression on the first-year students in the K Programme.
Photo: Ellen Yao Chen
This is not the first time Seidon has received recognition for his teaching – previously, he has been awarded both the Uppsala Union of Engineering and Science Students’ and Uppsala University’s teaching awards. We asked him a few questions about the prize, his teaching, and what motivates him as a teacher.
This isn’t the first time you’ve received a teaching award – what does it mean to you to be recognised again, this time by the students of the K Programme*?
Of course, it is both gratifying and touching, and it encourages me to continue developing my teaching. A prize isn’t necessarily a direct measure of the quality of one’s teaching, but what pleases me particularly is that the student nominations mention precisely those aspects that I have consciously worked on, so I’m glad that this work resonates. Much of what is being recognised is the result of the broad and deep dialogue about teaching that exists and continues to grow within our department — and many colleagues deserve credit for that work.
In the citation, your ability to explain difficult concepts clearly and engagingly so that everyone can follow, regardless of their prior knowledge, is highlighted. That’s quite an achievement. How do you approach planning a lecture?
It’s something I’ve thought a lot about. The short answer is that I always try to imagine how the students will react to each part of the lecture. When I’m preparing, I have a voice in my head responding to whether something is particularly difficult or needs to be explained again or presented differently. As I see it, the goal is not explaining certain material, but rather explaining it in such a way that the students actually learn it. That shifts the focus in a helpful way. I often return to what the mathematician Halmos emphasised — that the important thing is to "see what it is that the learner is not seeing" when they don’t understand.
What do you think makes you so successful as a teacher? Is there a method that others could copy, or is it something that depends on personality and genuine interest?
I don’t think there’s a method one can simply copy, and some pedagogical research even suggests that one of the strongest correlations with successful teaching is how comfortable the teacher is with their own teaching style. I believe it’s important to be enthusiastic — and that’s something you can work on in any situation. Then even the most basic courses remain exciting, and you keep discovering new ideas. I had excellent role models when I was a student, and I copied parts of their approaches; but my greatest insight was when I realised how much freedom I had to vary my teaching. Exposing oneself to different ideas and discussing teaching with colleagues who take different approaches is something I highly recommend.
You often use everyday examples – such as a leek and a pear to illustrate the shell and disc method, as mentioned in the award citation. Is it difficult to find such analogies for the more abstract parts of mathematics?
It’s interesting how much attention the leek has received. Of course, it’s not always possible to find such analogies — but often enough. Mathematics is the product of human thinking and of humanity’s attempt to understand structures in both the universe and in our own reasoning. In that sense, mathematical concepts are built on natural ideas that can be illustrated or described in different ways. You can find mathematical connections everywhere!
One might imagine that being such a highly appreciated teacher requires a great deal of work. Have you ever found it difficult to balance your time between teaching and research – and if so, how do you manage that balance?
That’s a very good question! There simply isn’t enough time, and my research has often had to take a back seat. I’m grateful for the internal research support I received from the department for one year, which allowed me to dedicate time to research. That made a big difference, and ideally I would like to have a bit more time for research, so that teaching and research can nourish each other. But I know this balance is a challenge faced by teachers and researchers not only at our department and in our field, but in many academic environments.
* K programme = Master's Programme in Chemical Engineering
One of the nomination citations
(translated into English)
"Seidon Alsaody has taught Single Variable Calculus and Linear Algebra and Geometry for, among others, first-year students in the K Programme. In his teaching, Seidon always puts the students at the centre, something that permeates the entire course, both in content and in lectures. With an impressive ability to explain complex concepts clearly, he creates a learning environment that is both structured and stress-free. The lectures are carefully planned, with visual examples, colour-coded chalks, and a teaching approach that sparks interest in the subject. As a result, students not only understand mathematics — it becomes exciting.
All questions are welcome in Seidon’s lectures. He responds with patience and explains in a way that makes it easy to follow, regardless of previous knowledge. For students who are hesitant to ask questions openly, he has created an anonymous question form, which contributes positively to the sense of security and learning during lectures. He often uses real-life examples to anchor theory in something familiar to the students, such as bringing in a leek and a pear, which he cut up during the lecture to illustrate the shell and disc method. Moreover, Seidon contributes to a safe and welcoming environment at the university. He meets students with warmth, not only in the classroom, but also in the corridors and on Studium. For him, students’ well-being always comes first. Seidon is a lecturer you will never forget — not only because he is an outstanding teacher, but because he genuinely cares about the students and their learning."
Marie Chajara Svensson