Teaching
Graduate school and my immersion in academia have profoundly impacted me, shaping my values and aspirations. Education and teaching hold a special place in my heart, as they are integral to my personal and professional growth. I pride myself on being more than just a researcher; I am an ardent advocate for learning, committed to fostering knowledge and empowering others through education.
In 2021, I was honored to receive the Graduate Teaching Fellowship from the College of Information Science and Technology at Penn State University. This prestigious and competitive award is granted to only 2-3 graduate students within the college who have successfully defended their research proposals. The fellowship provided me with the unique opportunity to independently design and teach my own course. I developed and instructed the IST331 "Foundations of Human-Centered Design" course, which catered to undergraduate students. My inaugural semester teaching this course took place in Spring 2021, coinciding with a challenging period marked by the COVID-19 pandemic. Vaccines had just begun to roll out, and accessibility was limited. Despite these extraordinary circumstances, I embraced my first teaching experience with enthusiasm and dedication, striving to provide the best possible learning experience for my students. I want to first talk about the extraordinary challenges that I faced teaching for the first time during the pandemic, the lessons I learned, and how I used the feedback to improve my teaching methods and approach in the fall of 2021.
The spring 2021 class began as an in-person course, with students spread out in a large auditorium for social distancing. However, I chose to record my lectures on Zoom, anticipating disruptions due to the pandemic. Unexpectedly, Covid-19 cases among students forced the course to become hybrid. This shift posed logistical challenges: few students attended in-person, making it difficult to engage them effectively due to distancing measures. Moreover, synchronously hybrid attendance hindered collaboration on group projects, a key aspect of my course. Navigating these hurdles as a first-time teacher proved daunting. To adapt, I uploaded lectures on Zoom and adjusted group activities for virtual collaboration. Addressing students' mental health, impacted by the pandemic, became paramount. I established lenient policies, offered support during office hours, and connected struggling students with university resources. Applying these lessons in the Fall 2021 semester, I refined my teaching approach. Prioritizing class participation and interactive projects, I fostered a more engaging learning environment. Encouraging discussion forums for critical examination of readings proved successful, enhancing student involvement. Despite returning to fully in-person classes, I continued recording lectures for accessibility. Implementing peer evaluation for accountability in group projects, I sought to maintain engagement and enhance learning outcomes. Incorporating real-world examples, I highlighted the practical applications of human-centered design, enriching students' understanding and appreciation of the subject.
Through these experiences, I have established my teaching philosophy, which has two aspects to it:
Inspire students to get excited about information science and human-centered computing - I drew this philosophy from my own experience as a student and the teachers who inspired me, and then my teaching experience where I learned how crucial it was to inspire students in order to engage them, and enhance their understanding of computing and information systems. Recognizing that students may not initially grasp the value of HCI compared to more traditional computer science courses, I make it a priority to convey the history and significance of HCI through compelling real-world examples. By igniting their curiosity and demonstrating the impact of HCI on everyday life, I aim to inspire students to explore this field further, potentially leading to pursuit of graduate degrees and careers in human-centered computing. Ultimately, fostering the next generation of scientists and innovators in this field is a key objective of my teaching philosophy.
Recognize the diverse cultural and scholarly backgrounds of students to tailor teaching methodology - In my teaching philosophy, I prioritize the recognition of the diverse scholarly and cultural backgrounds that students bring to the classroom. I understand that students vary in their programming experience, familiarity with HCI concepts, and cultural perspectives. To address this diversity, I aim to provide all students with the necessary tools to comprehend HCI concepts and methods, regardless of their background. By doing so, I ensure that students from all scholarly backgrounds can collaborate effectively, learn equally, and contribute to creative projects. Additionally, I recognize the importance of fostering an inclusive environment where students from diverse cultural backgrounds feel welcomed and supported. Efforts to make information science and technology more inclusive are essential, and I strive to scaffold the participation and learning experiences of minority students. Drawing from my experience teaching at large universities like Penn State and mentoring students at the University of Nebraska Omaha, I have learned how to better engage with and impart significant technical knowledge to a diverse group of students. I am eager to incorporate these lessons into my teaching practice.
Mentoring Experience: Over the years, I have mentored a diverse group of students, including 2 doctoral students, 1 master's student, and 2 undergraduate students, on various projects. These mentoring experiences encompassed a range of activities, including guidance on research methodologies, data analysis, and technical writing, resulting in several publications. I am fully committed to promoting diversity by involving women, underrepresented minorities, and students with disabilities in my research work. Notably, all students I have mentored are women, with four of them coming from underrepresented backgrounds. Moving forward, in my teaching and mentoring endeavors, I strive to recruit and create a diverse and inclusive group of students in my research team.
Teaching Interests: My teaching philosophy has been significantly shaped by my experiences in teaching and research. I am passionate about developing mixed-initiative human-computer systems that assist users in achieving their goals, understanding their learning behaviors and patterns, and customizing the user experience accordingly. My academic background has equipped me to instruct courses such as Human-Centered Design, User-Centered Algorithm Design, Community Informatics, Sustainability through Human-Centered Design, Research Design, and Qualitative Methods in HCI in Research.