Creating Peer Learning Opportunities: To instil this enduring commitment to learning, I employ diverse pedagogical methods in my teaching. Among these, peer learning is a vital tool along this educational path. While I provide guidance and instruction, peer learning reduces dependency on the instructor and empowers students to become independent learners, an essential skill for lifelong learning. Moreover, in an era dominated by collaborative research and teaching in the field of health sciences, the ability to collaborate and engage with others is indispensable. Peer learning equips individuals with the skills to communicate and collaborate with their peers. In my courses, students often collaborate in groups, engaging in various assignments and offering constructive feedback on their peers' presentations.

Innovative Teaching and Learning Strategies: I also embrace the Project-Based Learning (PjBL) approach to instill lifelong learning skills in my students. PjBL is a student-centered pedagogy that develop deeper learning. These projects and written assignments demand research, critical thinking, and creative expression, fostering self-directed, lifelong learning. For example, in my "Public Health Nutrition" course, students are expected to compose a Letter to the Editor. The topics for the letter are selected by the students themselves, which not only motivates them to pursue knowledge independently but ensures that each student is taken care of individually on their educational journey. This personalised approach underscores the value I place on each student's unique learning journey, making them feel valued and supported.

Feedback and Assessment: I believe in the importance of continuous feedback to facilitate student growth. This encourages ongoing self-assessment and the refinement of learning and teaching strategies. For instance, in my “Critical Appraisal of Literature and Protocol Development" course, students work under my guidance on their selected topics of interest. I schedule multiple presentations and feedback sessions to enhance different aspects of their protocol before the final submission. It also enables me to better align my lectures with the needs of my students. My students’ journey is marked by a deep sense of ownership over their education, making them adaptable and well-prepared for the ever-evolving demands of the learning landscape.

Nurturing Inquiry and Community in the Classroom: In the words of the Greek philosopher Socrates, "Wisdom begins in wonder." This adage underscores the value of inquiry. I am devoted to creating an open and inclusive classroom environment where students feel free to ask questions and engage in discussions. I emphasise that there are no wrong answers. I have occasionally shared tea and snacks with my students to develop this welcoming atmosphere and organised activities such as movie-watching sessions. A couple of years ago, our CAPD (Critical Appraisal of Literature and Protocol Development) course was affectionately named "Chai Aur Parathe ki Dawat," and we shared tea and parathas together, further strengthening our sense of community and frankness. This sense of community builds a connection and engagement, making the learning experience more enriching and enjoyable for students.

In summary, my teaching philosophy centres on nurturing lifelong learners equipped to embark on a journey of constant discovery, embrace collaboration, and cultivate their innate curiosity. I remain committed to creating an inclusive and inviting learning environment that celebrates the joy of learning and inquiry.

References:

1. Boud D, Cohen R. Peer learning in higher education: Learning from and with each other. Routledge; 2014 May 1.

2. Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M. and Palincsar, A., 1991. Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), pp.369-398.

3. Hernandez, R. Does continuous assessment in higher education support student learning?. High Educ 64, 489-502 (2012).

4. Coll, C., Rochera, M., Mayordomo, R., Naranjo, M. Continuous Assessment and support for learning: an experience in educational innovation with ICT support in Higher Education. Education and Psychology 2007.