Nurturing Inclusive Learning
Nurturing Inclusive Learning
Reciprocal Growth in Teaching
My teaching philosophy centers on the belief that teaching goes beyond the mere transmission of information and knowledge. It is a dynamic, reciprocal process where both the instructor and the student continuously learn and grow. As a lifelong learner myself, I am committed to facilitating the journey of knowledge acquisition for those under my guidance.
Drawing from my experiences as a first-generation immigrant and a minority scholar who has lived in diverse countries, I embrace and value the richness of differing narratives influenced by religion, traditions, cultures, and disciplines. I aim to foster an inclusive and open environment where students from all backgrounds can confidently share diverse and even opposing perspectives.
My Teaching Values
Active student engagement
I firmly believe in placing students at the core of the learning process. By employing in-class group discussions and leveraging eLearning technologies, I encourage a combination of collaborative and independent work. Furthermore, I provide ample opportunities for one-on-one meetings, ensuring a supportive environment for students from underserved or underrepresented backgrounds.
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Fostering academic literacy
I view research as an iterative, organic, and sometimes messy process. It requires interdisciplinary abilities such as academic reading skills, effective writing (including correct citations), and digital literacy. To nurture these skills, I offer additional guidance on constructing well-structured papers and create ongoing feedback loops to assist students in building their final assignments.
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Encouraging critical thinking
I view research as an iterative, organic, and sometimes messy process. It requires interdisciplinary abilities such as academic reading skills, effective writing (including correct citations), and digital literacy. To nurture these skills, I offer additional guidance on constructing well-structured papers and create ongoing feedback loops to assist students in building their final assignments.
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Effective utilization of online learning
The COVID-19 pandemic has underscored the significance of digital learning. Leveraging web-based tools, such as screencasting technologies and online learning platforms such as Yellowdig, I strive to equip students with research skills that can be honed asynchronously and synchronously. Consequently, I design courses that provide opportunities for both online and in-person learning experiences.
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Ongoing assessment of my teaching
I believe that an instructor's professional development should be continually assessed and evaluated. I employ ungraded self-assessment tools throughout the semester to identify gaps between the material taught and retained. These evaluations serve as valuable feedback, guiding me in enhancing my teaching style to meet the specific needs of my students. Additionally, I thoroughly review end-of-semester feedback provided by students.
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Measuring student learning
In this discipline, I consider research papers to be the appropriate assessment method. Research papers allow students to showcase their understanding of existing knowledge while providing a creative space to apply academic theories to their specific areas of interest. By scaffolding writing assignments, I empower students to take guided ownership of their research direction.
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ETHICAL USE OF A.I. IN TEACHING & RESEARCH
I integrate instruction on artificial intelligence into my research methods courses to help graduate and doctoral students understand what A.I. is, how it functions, and where its limitations lie. I emphasize transparent and ethical use of A.I. tools in research design, data analysis, and writing. I also guide students in using these tools responsibly to strengthen their scholarly work and remain competitive in the academic and professional job market.
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I aim to create a learning environment where students can apply course content to their own experiences, engage in self-discovery, actively listen and learn from their peers, and engage in critical yet compassionate inquiry.