Dr. Farook Al-Shamali is the Academic Coordinator for Physics at Athabasca University and currently serves as Director of the Master of Earth System Science program. He holds a PhD in theoretical particle physics, an MSc in Physics, and double-major BSc degrees in Physics and Geophysics.
He has extensive experience teaching physics in both conventional and online learning environments. His work focuses on creating engaging learning experiences through interactive learning resources, innovative course design, and accessible laboratory activities that students can perform at home. He has also contributed to the development of the Bachelor of Science program at Athabasca University, including leading the restructuring of the program and expanding options for science minors.
In recognition of his commitment to student learning, he received the Craig Cunningham Memorial Award for Teaching Excellence in 2021.
Research interests
Dr. Al-Shamali’s research spans several areas, including theoretical particle physics, geomagnetism, and physics education. A significant part of his work focuses on improving physics learning in online environments. He develops dynamic digital learning tools and low-cost home laboratory experiments, and explores the applications of mobile technologies and artificial intelligence to support learning in distance education. His research also examines how scientists are represented in physics textbooks and the impact of such representations on students’ perceptions of scientific discovery and the development of science.
Educational credentials
PhD, Theoretical Particle Physics, University of Alberta
MSc, Theoretical Particle Physics, King Fahd University of Petroleum and Minerals
BSc (Honours), Physics, King Fahd University of Petroleum and Minerals
BSc (Honours), Geophysics, King Fahd University of Petroleum and Minerals
Professional affiliations
American Association of Physics Teachers
F. Al-Shamali, L. Shaw, and M. Connors. Smartphone Technology and Science Lab Education. Book chapter accepted for publication.
H. Yan, F. Al-Shamali, and F. Lin. High-Order MCQ Generation through Few-Shot and Chain-of-Thought for Formative Assessment. To appear in conference proceedings of ICSLE 2025 (Joensuu, Finland, October 16-17, 2025).
F. Al-Shamali and M. Connors. Assessment in Physics Distance Education: Practical Lessons at Athabasca University. In Teaching Science Online: Practical Guidance for Effective Instruction and Lab Work (pp. 116-130), edited by D. Kennepohl (series forwarded by Michael Grahame Moore). Stylus Publishing, 2016.
M. Chang, D. Lachance, F, Lin, and F. Al-Shamali. Enhancing Orbital Physics Learning Performance through a Hands-on Kinect Game. Education and Science. 40, No. 180 1–12 (2015).
M. Connors, C. Bredeson, and F. Al-Shamali. Distance Education Introductory Physics Labs: Online or In Home. In Using Remote Labs in Education (p. 309), edited by Javier García Zubía and Gustavo R. Alves. University of Deusto, Bilbao, Spain, 2011.
F. Al-Shamali and M. Connors. Low-Cost Physics Home Lab. In Accessible Elements: Teaching Science Online and at a Distance (pp. 131-145), edited by D. Kennepohl and L. Shaw. AU Press, 2010.
M. Connors and F. Al-Shamali. The Magnetic Torque Oscillator and the Magnetic Piston. Phys. Teach. 45, 440–444 (2007).
M. H. Heimpel, J. M. Aurnou, F. M. Al-Shamali and N. Gomez Perez. A Numerical Study of Dynamo Action as a Function of Spherical Shell Geometry. Earth Planet. Sci. Lett. 236, 542–557 (2005).
F. M. Al-Shamali, M. H. Heimpel, and J. M. Aurnou. Varying the Spherical Shell Geometry in Rotating Thermal Convection, Geophys. Astrophys. Fluid. Dynam. 98, 153–169 (2004).
F. M. Al-Shamali and A. N. Kamal, Factorization and Non-Factorization in B Decays. Physical Review D. 60: (114019-1)–(114019-8) (1999).
F. M. Al-Shamali and A. N. Kamal, Nonfactorization in Cabibbo-Favored B Decays. Physical Review D. 59: (054020-1)–(054020-9) (1999).
F. M. Al-Shamali and A. N. Kamal, Nonfactorization and Final State Interactions in (B, Bs). P and V Decays. The European Physical Journal C 4: 669-677 (1998).