Teaching in Speech-Language-Hearing Sciences: U.S. Experience 

Having the opportunity to teach and facilitate mentoring undergraduate and graduate students at KU has reinforced my confidence that I am on the right professional path. My passion for teaching remains as strong as ever, and I continue to find deep fulfillment in sharing my knowledge with students. Guiding them through their academic journeys—whether by facilitating class discussions, helping them refine their ideas, or providing constructive feedback—has been one of the most rewarding aspects of my work. As an educator, I am deeply committed to fostering an engaging and inclusive classroom environment. I make a conscious effort to minimize my teacher talk time (TTT), creating space for students to take an active role in discussions. Encouraging them to articulate their thoughts—both in peer interactions and in whole-class settings—not only enhances their understanding of the material but also builds their confidence in expressing complex ideas. 

One of the most exciting realizations from my experience at KU has been the recognition that the teaching philosophy and strategies I developed in the EFL context in Iran are highly applicable in the diverse and dynamic learning environment of the United States. Seeing how my instructional methods translate across these two distinct educational settings has been both validating and inspiring, reinforcing my belief in the adaptability and effectiveness of student-centered teaching.

Another particularly significant milestone in my teaching career has been the opportunity to facilitate mentoring undergraduate students under the guidance of Dr. Meghan Davidson. Dr. Davidson is a dedicated and knowledgeable professor, and working with her has given me invaluable insights into the mentorship process. Through this experience, I have learned how to effectively guide students in discussing complex scientific topics, support them in designing their research projects, and provide thoughtful, detailed feedback that enhances their learning. Most importantly, I have seen firsthand how being approachable and fostering open communication can create a supportive academic environment where students feel encouraged to explore, question, and grow.

Altogether, this  experience has not only strengthened my skills as an educator but has also reaffirmed my dedication to shaping the next generation of scholars. I look forward to continuing to refine my teaching practices, learning from my students as much as they learn from me, and bridging the knowledge and experiences I have gained from both Iran and the United States in meaningful ways.