My teaching philosophy revolves around student-centered active learning, emphasizing student engagement, critical thinking, and active participation. I strongly believe that passively listening to course content being presented by the instructor promotes surface-level learning and poor knowledge retention. On the other hand, active learning can create a positive and effective learning environment, increase comprehension of fundamental concepts, and promote communication skills and deep learning. I regularly implement active learning techniques in my classroom like 'muddiest point', online polls using 'Mentimeter', game-based learning using 'Kahoot', and small-group cooperative learning. In previous semesters, I have incorporated in-class activities involving questions at various Bloom's Taxonomy levels (like 'Understand', 'Analyze', and 'Evaluate') that are often not typically a part of undergraduate course assessments. These activities were designed to be implemented in small groups of 2-4 students seated at each table in a technologically-enriched classroom. The graduate teaching assistant and I would walk around the classroom during these activities to answer any clarifying questions. The goal of these assessments was to encourage students to discuss various approaches of thinking about a problem and better understand the underlying concepts through back and forth of ideas.