Teaching

Teaching philosophy 

Fostering Critical and Logical Thinking

My teaching philosophy is anchored in the belief that logical and critical thinking forms the foundation of transformative education. Beyond knowledge transmission, I am dedicated to empowering future generations to discover new scientific insights and develop innovative ecological solutions that address pressing environmental challenges.

In my classroom, students are encouraged to:

• Challenge established paradigms through evidence-based inquiry

• Develop robust analytical reasoning skills applicable to complex ecological problems

• Transform theoretical knowledge into practical conservation and restoration strategies

• Engage in rigorous scientific discourse that advances ecological understanding

My pedagogical approach is inherently adaptive and student-centered. I systematically collect and implement student feedback to continuously refine my teaching methods, ensuring they remain engaging, relevant, and effective. This reflective practice has allowed me to develop a research-integrated teaching model that seamlessly bridges theoretical concepts with field-based applications, preparing students not only for academic success but for leadership roles in ecological research and environmental management.

Teaching Methodology and Pedagogical Innovation 

Over six years of university-level teaching experience has enabled me to develop a comprehensive pedagogical framework characterized by:

• Active learning ecosystems that position students as co-creators of knowledge through field research, experimental design, and case study analysis

• Dialogic teaching practices that foster substantive classroom discourse and collaborative problem-solving

• Multimodal instructional design addressing diverse learning preferences through varied engagement strategies

• Evidence-based assessment methods that authentically measure ecological competencies and critical thinking skills

My commitment to pedagogical excellence is reflected in consistently improving teaching evaluations, which document my growth trajectory as an educator. I maintain a growth mindset that welcomes constructive feedback from both students and colleagues as catalysts for continuous improvement.

Teaching Experience and Achievements

My teaching portfolio reflects both breadth and depth in ecological education:

• Dankook University (2015): Delivered general ecology lectures to upper-division undergraduates, receiving an exceptional evaluation score of 95/100 and "Best" designation for lecture preparation and delivery.

• Gyeongkuk National University (Andong National University) (2020-present): Taught a comprehensive range of undergraduate and graduate courses including basic life sciences, environmental biology, ecology and experiments, plant taxonomy, and ecological restoration to over 100 undergraduate students annually across ten semesters.

• Graduate Instruction: Led advanced seminars in plant ecology, invasive species ecology, special biology topics, and ecological literature analysis for master's and doctoral students.

Student evaluations consistently highlight the practical relevance of course content, continuous course improvements based on feedback, and career-applicable knowledge acquisition. My commitment to curricular innovation is reflected in regularly updated teaching materials and incorporation of emerging ecological research.