I commit to the teaching in higher education because I am passionate about sharing my knowledge and enlightening students to think critically.
When I was a student, I would have liked my professor to deliver the weekly lecture coherently. I like to design my course or lecture as a research project.
For example, when I taught US–China relations, I focused on one research question in the course, namely ‘Why has the relationship between the US and China, as the two great powers, been so tangled in the Asia-Pacific for the past forty years?’ I then explored this question with my students through different topics.
To ensure the students learned comprehensively, I diversely design course assessment. For example, when I taught US-China relations, students have to submit a policy memo, a research report and a group presentation. This is to accommodate students who are more capable in public policy research, academic research and public speaking, respectively. I believe this teaching style enable students with different learning styles to apply their analytical skills.
Yes, I am an experienced user of different virtual classroom tools, including LMS, Canvas, Zoom, Kahoot, Socrative, Nearpod and Zeetings.
I view the virtual classroom as an important component of students’ learning experience. Growing up in the Y generation, I believe the use of technology can help students digest knowledge quickly.
I enjoy interacting with my students. For every subject taught, I have created a platform for students to ask questions, involving instant responses and discussion threads. In fact, I sometimes use students’ questions in tutorial discussions. I believe this is the most rewarding method for students to engage with learning because these questions are related to their interests. I also encourage my students to learn independently.
Yes, I do.
I am currently in a supervisory panel of a PhD student, who is working on a project on Sino-Iranian relations.
I continually request feedback on my teaching styles and methods. I conduct mid-semester evaluations for every subject I teach. I take these evaluations seriously because I find that students respond well when they can see adjustments in the second half of the quarter due to input relating to the first half.
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