Teaching Pedagogy

My teaching pedagogy was developed by utilizing the trainings and knowledge I received as an Outstanding Graduate Teaching Fellow at Penn State and by observing the most effective practices of my own instructors. This resulted in an active teaching approach, where undergraduate courses were focused on fundamentals and theory through problem-based coursework, and graduate courses were focused on project-based learning. Over time, my approach has evolved and adapted, particularly through my experience during the pandemic, additional trainings and trying new approaches in the classroom, to focus on project-based coursework in all my courses. I believe that this approach is more effective in engaging and challenging students, while providing hands-on and practical experience.

To implement this approach, I have adopted a teaching method based on five pillars:

1. Always bringing the subject back to the fundamentals, to ensure a strong foundation of knowledge.

2. Utilizing real-world problems to teach students how to apply the fundamentals, through the use of short, realistic, and comprehensive projects.

3. Utilizing 1 on 1 or small group meetings to review student solutions and provide feedback, to clarify misunderstandings and provide additional feedback/guidance prior to students submitting their project deliverables (homework’s, memos, reports, etc.).

4. Developing my own course-specific, detailed, materials that include examples of real-world projects, problems, and solutions, to supplement or replace expensive or outdated textbooks.

5. Using project deliverables to teach students the communication and soft-skills that will help them be successful in industry, based on my own skills and training I received and developed while working for Ford Motor Company and as a traffic commissioner. The fifth pillar also includes teaching the importance of diversity and inclusion not only in academia, but while working in industry, and the benefits associated with it.

By using these five pillars, I have developed materials for several graduate courses, and have seen a significant increase in student's mastery of the course materials, due to the course format and built-in feedback mechanisms that are included as the students complete their assignments.