Teaching Philosophy - Thoughts about Education

I believe that the essence of teaching is not simply to deliver information but to inspire curiosity and self-motivation. As the saying goes, “You can bring a horse to water, but you cannot make it drink.” In education, this means that the role of an instructor is to create the right conditions for students to *want* to learn — to see the relevance, excitement, and impact of what they study. My teaching philosophy centers on three pillars: hands-on learning, active engagement, and continuous feedback.

1. Learning by Doing:  Engineering education is most powerful when students learn by *doing*. Every concept in my classroom is reinforced through a tangible, project-based experience. In my courses—such as *Materials in Manufacturing* and *Polymer Science and Additive Manufacturing*—students design and fabricate prototypes, test materials using laboratory instruments, and analyze performance data. I frequently use teaching seed grants and my research funds to support lab sessions and experimental demonstrations, often with the assistance of my Ph.D. students and postdoctoral researchers. This integration of research into teaching allows students to learn scientific principles through experimentation, reflection, and iteration.

2. Active Teaching and Critical Thinking:  To maintain engagement, I employ active teaching strategies—pop quizzes, quick problem-solving exercises, and guided brainstorming sessions—to promote real-time learning and discussion. For example, in large lectures, I pose conceptual questions about why polymers behave differently from metals and ceramics, prompting students to debate and refine their reasoning. This process builds confidence in expressing ideas and strengthens conceptual understanding.

3. Teamwork and Collaborative Learning: Team projects are integral to my teaching because engineering is inherently collaborative. Students work in small groups of three to six, sharing responsibilities for writing reports, managing project milestones, and delivering presentations. Peer learning fosters mutual accountability, communication skills, and respect for diverse perspectives.

4. Feedback and Reflective Improvement:  Feedback is essential for both students and instructors. I conduct teaching surveys twice each semester to collect student perspectives on pacing, content clarity, and engagement. I then use these insights to refine course materials, assignments, and lab modules. This ongoing dialogue ensures that teaching remains responsive and student-centered.

Ultimately, my teaching philosophy aims to cultivate independent thinkers who are not only technically proficient but also curious, reflective, and capable of working collaboratively to solve real-world problems.

Teaching Credentials:

Teaching Activities:

Outreach Activities:

TA Responsibilities: