My Teaching

Current UTC students can find course materials on Canvas.

Courses

I am currently, or have been, an instructor for the following courses:

• Research Methods (Fall 2025, UTC)
• Judicial Processes (Fall 2025, UTC)
• Empirical Political Analysis (Spring 2024 & Spring 2025, WVU)
• American National Government (Fall 2024, GSU)
• Law & The Legal System (Fall 2020, Spring 2021, Fall 2022, & Fall 2024, WVU)
• Civil Liberties (Spring 2023 & Fall 2023, WVU)
• Introduction to Public Administration (Fall 2021 & Spring 2022, WVU)

In addition to being a solo instructor for the above courses, I have also assisted with the following courses:

• Comparative European Legal Systems (Summer 2022, Summer 2023, Summer 2024, and Summer 2025)
  • Faculty Leader and Graduate Teaching Assistant
  • Study Abroad in Strasbourg, France
• Politics of the European Union (Summer 2022, Summer 2023, and Summer 2024)
  • Graduate Teaching Assistant
  • Study Abroad in Strasbourg, France
• Empirical Political Analysis (Spring 2020)
  • Teaching Practicum
• Introduction to Public Policy (Spring 2019)
  • Graduate Teaching Assistant
• The Politics of Economic Policy (Fall 2018)
  • Graduate Teaching Assistant

About my teaching

Teaching is my passion. I strive to use my passion for teaching to instill a passion for learning in my students. I am constantly changing and adapting my teaching philosophy as I, myself, continue to learn. I believe education is not just about transferring knowledge but about inspiring students to think critically, engage deeply with the material, and develop a lifelong love for learning. My goal is to create a dynamic and inclusive classroom environment where students feel empowered to explore and debate ideas, ask questions, and challenge themselves.

A key aspect of my teaching philosophy is fostering critical thinking in students. I believe it is crucial for students to apply the concepts they learn in class and from assigned readings to contemporary political issues. I achieve this through several methods: encouraging class discussions where students can learn from each other as much as from the professor, designing assignments that require students to answer thought provoking questions and apply concepts to real world scenarios rather than simply regurgitating definitions or memorizing dates, and grading assignments in a way that allows students to explore answers without feeling pressured to find a single “correct” response. This approach naturally leads to the next aspect of my teaching philosophy – setting clear expectations for students.

I believe it is essential to have clear expectations for students. As a former student, I found it frustrating when professors did not clearly communicate their expectations. Therefore, I have made it my mission to ensure transparency in my teaching. On my syllabi, I clearly outline how grades are determined and the weight of each graded item. From the first day of the course, students are informed of all due dates, exam dates, and course policies. Additionally, I provide study guides for exams in my introductory courses. Providing study guides serves two purposes: it helps students learn how to study effectively by highlighting essential material, and it gives them a clear understanding of what to expect on the exam, ensuring they use their time efficiently.

I believe accessibility is a cornerstone of effective teaching. To ensure my students feel supported and have ample opportunities to seek help, I maintain regular office hours and actively encourage students to utilize them. I have an open-door policy: if I am in my office, my door is open, and I am available to assist students with any questions or concerns they may have. While I strongly encourage in-person office hours to foster direct and meaningful interactions, I also offer virtual meetings via Zoom for those who may have scheduling conflicts or other constraints. Additionally, I strive to make all course materials accessible and tailored to meet the diverse needs of my students, ensuring everyone has the resources they need to succeed. By being approachable and available, I aim to create an inclusive and supportive learning environment where students feel comfortable seeking guidance and engaging deeply with the course content.

I place a strong emphasis on helping students become better writers, recognizing that writing is a critical skill regardless of the career path they choose after graduation. Effective writing is particularly crucial for those pursuing law school and practicing law, where clear, persuasive, and well-structured communication is essential. To support my students in developing their writing skills, I incorporate small writing assignments throughout the semester, providing timely and constructive feedback to help them improve progressively. These assignments are designed to build their confidence and competence in writing, preparing them for more substantial tasks. In each of my courses, I assign a final paper, allowing students to demonstrate their ability to synthesize and articulate complex ideas. By prioritizing writing in my curriculum, I aim to equip my students with the skills they need to succeed academically and professionally.

My teaching philosophy is rooted in a commitment to fostering a passion for learning, encouraging critical thinking, setting clear expectations, ensuring accessibility, and enhancing writing skills. I am dedicated to creating a learning environment where students feel valued, supported, and challenged. By cultivating these qualities, I aim to prepare my students not only for academic success but also for their future careers and roles as informed and engaged citizens. Teaching is not just a profession for me; it is a calling, and I am excited to continue inspiring and guiding my students on their educational journeys.

Evidence of teaching effectiveness

Below is a tabulated summary of my Student Evaluation of Instruction reports for all courses where I have been the instructor of record. I have always scored above the university average, college average, and department average in all evaluation areas. I have also included a few student comments from recent courses. Together, these provide evidence of my teaching effectiveness.

“Trevor was extremely knowledgeable about course content, and he explained topics very well. The assignments were interesting and the right balance of difficult. He offers many opportunities to improve your grade and meet with him outside of class. He responds to emails very quickly and does everything he can to help students. The course materials were very helpful and informative and I really enjoyed learning about the various cases each week.”

“I really like how passionate professor Samaha has been this semester. I have never met a professor who wanted me to succeed as much as Trevor. I have spent hours this semester talking in office hours and learning a lot, even more than this course covers. He has been very flexible and great about giving feedback that has helped me improve in lots of ways.”

“Professor Samaha is one of the best professors in the political science program. Not only does he care about what he is teaching, but he also cares about if his students are actually learning. His lectures are interesting and I feel as though I am actually taking something away from his class. The study guides were also beneficial in aiding me to learn more about civil liberties.”

“The extensive detail we went over the was great. I have never retained so much information from a class before and the instructor taught it consistently, and offered plenty of office hours for going over the material as needed. (This was the best class I had this semester).”

“This was one of the best/efficiently structured courses I’ve taken. The material was provided in a progressive manner that was easy to follow. I’ve really enjoyed having Trevor as an instructor and would take future courses with him/ recommend his lectures to other students.”

“Professor Samaha is very approachable and provides a great learning environment. He uses this class to provide first–year students with not only legal knowledge, but skills to help them throughout college.”

“Trevor was an amazing professor and really listened to your issues you had with the work. He makes time for his students and his office hours are extremely helpful. His quizzes and tests also related to the course in a really helpful way.”