University of California, Berkeley
Guest Lecturer:
Highway Operation, Transportation Engineering
University of Illinois at Urbana-Champaign
Instructor and Course Developer:
Probability and statistics, Summer 2018, Spring 2019
Co-Instructor:
Engineering Graphic and Design, Fall 2019-2021
Teaching Assistant:
Probability and statistics, Fall 2018
Engineering Graphic and Design, Fall 2013-Spring 2016
Nonlinear Optimization in Finance, Fall 2016
Teaching Philosophy:
My teaching philosophy is holistic and grounded in the pillars of motivation, comprehensive understanding, interactive engagement, and dedicated practice. This multifaceted strategy motivates students beyond mere learning, guiding them toward excellence and shaping them into confident engineers, proficient mathematicians, and insightful researchers.
Motivation: I believe that the cornerstone of effective instruction lies in properly motivating the subject, especially within technical domains. My approach is to introduce real-world examples and emphasize potential applications in diverse fields and technological advancements. This strategy cultivates curiosity and a robust interest in the subject, circumventing the barriers of insufficient inspiration which often impedes meaningful learning. Utilizing counterintuitive examples and sharing fascinating historical narratives related to the subject further helped me to augment students' engagement and enthusiasm in my classes.
Fundamental Understanding: Following the establishment of interest and motivation, my next priority is to strengthen students' grasp of basic principles and theories. By presenting clear, structured problem statements and proofs, and working through representative problems, I clarify the theoretical concepts in an accessible and comprehensive manner. Beyond just sharing knowledge, I strive to mitigate the pervasive issues in STEM education such as math anxiety by fostering a supportive and collaborative learning environment \cite{drew2011science}. I use a wide variety of teaching techniques, from visual tools to hands-on exercises and projects, to ensure that students with different learning preferences and capabilities understand the fundamental concepts.
Inclusive Interaction and Active Learning: Integral to my teaching approach is the active involvement of students in the learning process. Through interactive question-and-answer sessions, I maintain their engagement and facilitate a deeper understanding of the content. This interactive platform also enables the identification and refinement of conceptual misunderstandings, allowing for a tailored and responsive instructional experience. Incorporating active learning techniques, such as group problem-solving and hands-on tutorials, furthers engagement with the material and encourages class participation. This approach is crucial for two main reasons: it aids students in acquiring robust implementation and communication skills and bridges the gap between diverse scientific and cultural backgrounds. It also addresses the shortcomings of traditional lecturing, particularly in light of the challenges STEM majors encounter while completing their degrees. Given these concerns, incorporating active learning strategies has been essential for maintaining student engagement and enhancing the learning experience in my lectures.
Practice and Problem-Solving: I believe that consistent practice is key to mastering concepts in engineering and mathematics. To this end, I assign a breadth of problems and projects, stimulating students to apply their knowledge, identify errors, and seek clarifying guidance. These practices sharpen their problem-solving skills and foster a culture of independent and innovative thinking in students. I employ various assessment methods tailored to class sizes and contents, such as problem sets, quizzes, discussions, hands-on activities, and individual project presentations. These techniques aim to assess students' analytical, implementation, and communication skills, and promote strong work ethics. Additionally, it is crucial for me to solicit feedback from students to evaluate my own performance and tailor my teaching approaches to meet their unique needs.