Teaching Philosophy

I have been teaching subjects including Phanerogams, Cryptogams, Biodiversity, Ecology & Environment, Evolutionary & Developmental Biology, Biostatistics, Computational Biology & Bioinformatics and Microbiology at the Central University of Punjab for last 10 years, right after my Ph.D. and a Japanese Govt. Scholar from MEXT, Tokyo, Japan. The traditional classroom experience at the Central University of Punjab offered the opportunity to connect with the students physically in front of me. The online teaching platform via my website has now allowed me reach a wider audience. I am proud to have the distinction of having taught students logging on from all of the seven continents of the world. As an avid globalist, I am convinced that educating students about the importance of scientific research despite their background or location, remains relevant across borders.

There are three components at the heart of my philosophy of teaching; they guide my role in the classroom and laboratory. First, I feel I have a personal obligation to prepare and conduct courses that are rigorous, intellectually engaging, and informative. This requires that I prepare detailed syllabi, specific assignments and examination study guides, and clear criteria to guide my evaluation of students’ work. I understand and appreciate my responsibility to provide students with substantive information and research skills such as scientific methodology, logic, critical thinking and writing. I contend that some exposure to my area of specialization ought to be a required part of every college and university curriculum in Earth Sciences and Life Sciences.

A second emphasis in my teaching relates to the synergistic relationship between teaching and research. It has been an axiom of my pedagogical approach that learning is enhanced if students are exposed to the latest scholarly research, if they come to see knowledge acquisition as an on-going process, and if they witness the excitement of knowledge discovery. I want my students exposed to the latest scientific developments and therefore I extensively refer latest episodes of podcasts and latest issues of popular science journals in the class, to incite a passion in my pupil for choosing a research career. Thus, I try to include in all of my courses a glimpse of my research as well as the research of others; for example course pages on my website enlists recent and relevant primary research articles and latest episodes of scientific podcasts. I also make an effort to acquaint students with different methodological approaches including quizzes, assignments, term papers, games, MOOCs, podcasts, and microteaching by students themselves. A strong component of my teaching philosophy is technology integration and its education. I have been coordinating a PG level course Biostatistics and Mathematical Biology by UGC-SWAYAM. My students are connected with Slack, and course contents disseminated via this website. During 2020 Coronavirus lock-down, I used Jitsi and Google Meet to interact with the students and to conduct colloquiums and credit seminars.

Third, I encourage a stimulating, safe learning environment to ensure that students are eager and comfortable about their participation. I treat students respectfully, and ask that they treat their peers with the same level of respect. I encourage a marketplace of ideas and always solicit participation in the classroom. I do not teach at students. Rather, my lectures promote a dialogue about the material. I help students understand how education prepares them for the future and assist them in planning their careers. I constantly stress the relevance of the subject matter, and I use real world examples to illustrate the practical application of the information and skills learned in class. I also promote service activities as part of a well-rounded education and motivate students to responsibly contribute to the community. For example, volunteering in local schools to acquaint the pupil with scientific research, and quiz competitions to foster interest in science. And, because graduates will likely enter the job force or seek new opportunities upon leaving the University, I encourage students to pursue their educational and vocational goals and assist them in accomplishing them using a variety of methods, from talking about education or employment options and helping with searches, to inspiring them to “think outside the box” and consider a more innovative or novel path.