Teaching Philosophy

Teaching Strategies 

Active Learning and Inclusivity 

In the classroom, I encourage students to think and share their ideas actively. To create an inclusive environment, I provide time for reflection before discussions and incorporate various active learning activities, such as debates, role plays, and case studies. See the diversity and inclusion statement below for detailed examples.

Autonomy and Support 

I adapt my teaching approach to suit the level and needs of each course, offering more structured guidance, or scaffolding, in introductory courses and greater autonomy in advanced classes. For instance, in introductory courses, I provide step-by-step instructions and frequent check-ins to help students grasp foundational concepts. This might involve breaking down complex theories into more manageable parts or using detailed templates for assignments. On the other hand, in advanced courses, I encourage students to take charge of their learning by giving them the freedom to select their own project topics and design their research methods. This could involve independent study projects where students explore a topic of personal interest in depth, or group assignments that require collaborative decision-making and self-directed research. Through these approaches, I aim to empower students at all levels, gradually shifting the responsibility of learning from teacher-led to student-led, emphasizing autonomy and self-initiative in their educational journey.

Teaching Them How to Learn 

Beyond course content, I focus on teaching students how to be independent learners, an essential skill for lifelong success in psychology. For instance, I introduce them to a range of free online resources such as academic databases, open-source journals, and educational websites, guiding them on how to effectively utilize these tools for their research and learning. Additionally, I incorporate practical research skills into my curriculum, such as teaching statistical interpretation, and guiding them through the process of designing and conducting psychological studies. By incorporating these elements, I aim to equip students not only with the content knowledge of psychology but also with the tools and skills necessary for independent inquiry and continued learning beyond the classroom. This approach prepares them to be self-sufficient, critical thinkers, capable of navigating the fast-evolving field of psychology throughout their careers.

Avoiding Routines 

To keep students actively engaged and to break the monotony of traditional lecture formats, I incorporate a variety of dynamic teaching methods in my classroom. For example, I use the 'think-pair-share' technique, where students first contemplate a question individually, then discuss their thoughts with a partner, and finally share their insights with the whole class. This encourages deeper understanding and active participation. In addition, I organize debates on relevant psychological topics, fostering critical thinking and communication skills. These debates not only engage students in the material but also allow them to explore different viewpoints. Furthermore, I invite guest speakers from various fields within psychology to provide real-world perspectives and insights, which enriches the learning experience and connects classroom theory with practical applications. By employing these diverse and interactive teaching strategies, I strive to create a stimulating learning environment that keeps students intrigued and involved in the learning process.

Mentorship and Advising 

Inspiring Students 

My goal is to inspire a deeper curiosity in students about psychology and the world around them through their engagement in research under my guidance. I aspire to cultivate their ability to think critically, a skill that I nurture through various research activities. For instance, I encourage students to propose their own research ideas and develop a rigorous and feasible study plan, with the potential of conducting the study in the future. Additionally, I emphasize the application of scientific thinking in everyday life, teaching students to approach common psychological phenomena and news with a questioning and analytical mindset, and to differentiate between pseudoscience and legitimate science. This involves activities such as critically analyzing popular psychology articles and comparing them with peer-reviewed research to highlight discrepancies in scientific rigor. Through these practices, students learn to actively scrutinize and understand the world through the lens of scientific psychology, rather than passively consuming information.

Supportive and Empathetic Mentor 

In my role as a mentor and advisor, I adopt an empathetic and supportive approach, focusing on understanding and addressing each student's unique needs and concerns. For example, when guiding students through academic challenges, I ask probing questions that encourage them to think critically and independently, while also directing them to relevant scholarly articles, online lectures, or workshops that can supplement their learning. Additionally, I provide resources for career development, such as information on internships, research opportunities, and networking strategies. My aim is to create a safe and affirming environment where students feel comfortable sharing their struggles and successes. This includes setting up regular one-on-one meetings to discuss their progress, actively listening to their experiences, and offering constructive feedback that fosters both personal and professional growth. Through these actions, I strive to support each student's journey, helping them to develop confidence and resilience in their academic pursuits.

Mentoring Undergraduate Research Assistants (URAs) 

When mentoring URAs, I strive to create a nurturing environment that supports both their academic and personal growth. In our weekly research meetings, I encourage deep engagement and active participation. These meetings are designed to be interactive, with RAs taking the lead in discussions, thereby developing their presentation and leadership skills. This approach not only enhances their communication abilities but also instills confidence in a supportive and inclusive learning atmosphere. RAs are encouraged to propose hypothetical studies, an exercise that fosters critical thinking and deepens their methodological understanding. I prioritize building the research confidence of RAs by consistently providing affirmation and constructive feedback, tailored to each individual’s needs and progress. Additionally, I offer open and honest advising, guiding RAs in making informed decisions about their academic pathways and future career choices, including guidance on graduate school applications or job opportunities in the field of psychology. This holistic approach ensures that RAs are well-equipped with the necessary skills and confidence to succeed in their academic pursuits and beyond.

Assessment and Feedback 

Diverse Assessment Methods 

I employ a diverse array of assessment methods, ensuring that no single paper or exam carries an overwhelming portion of the total grade. This approach is designed to alleviate stress, as it means that a student's performance in one assessment won't significantly impact their overall grade. My assessments include a balanced mix of exams, projects, presentations, small quizzes, and written assignments, allowing students multiple opportunities to showcase their understanding and skills.

Transparency and Feedback 

I grade using a percentage scale and provide clear grading rubrics. My feedback is comprehensive, highlighting areas for improvement and offering additional resources. I provide students with the rubrics in advance, enabling them to understand the criteria I use for grading their assignments. This approach helps with maintaining transparent communication with students, ensuring they are well-informed about the evaluation process.

Diversity and Inclusion Statement

As an international and underrepresented student who pursued higher education in the United States, I have personally experienced the power of education and have developed an appreciation for diversity in all its dimensions. Through my journey and interactions with students from diverse socioeconomic and cultural backgrounds, I am committed to fostering an inclusive educational environment. Diversity not only enriches the learning experience by exposing students to different perspectives but also promotes critical thinking skills. 

One place where my philosophy can be seen in the classroom is in the context of a health psychology course. As a health psychologist, I am dedicated to addressing the critical issues of health equity and health disparities in my courses and research lab meetings with undergraduate students. Health equity means ensuring fair opportunities for health for all, while health disparities refer to the unequal health outcomes due to societal and systemic inequalities. These topics are often overlooked in the traditional psychology curriculum, and I would like to ensure that my students are equipped with a comprehensive understanding of the field, including potential biases and systemic issues in our society. 

I value a supportive and welcoming learning environment, one where open dialogue, mutual respect, and recognition of diverse perspectives are valued. I believe that every student, regardless of their background, deserves the opportunity to learn, grow, and succeed. Inclusivity is not just ideal but also fundamental in fostering academic and personal growth. 

With this foundational approach in mind, I would employ a variety of strategies:  

1. Encouraging Open Dialogue: I actively encourage students to share their ideas, both through peer interactions like think-pair-share and open class discussions. I emphasize the importance of respectful communication and critical thinking, which fosters a safe space for the expression of diverse opinions. 

2. Facilitating Diverse Perspectives: I recognize that a healthy appreciation for diversity extends to respecting different opinions. In my classroom, we establish ground rules, collaboratively set by the students, for discussing challenging topics. This approach ensures a respectful and open environment where diverse perspectives are not only welcomed but encouraged. When students have differing views, I motivate them to think and share more, ensuring their voices are heard and valued. I carefully facilitate these discussions, guiding conversations toward a more comprehensive understanding of the topic, while maintaining a respectful and constructive dialogue. 

3. Empowering Student Choice: In both my lab meetings with undergraduate research assistants and the courses I teach, I promote diversity and inclusion by letting students take ownership of their learning. I allow students to select research topics they are passionate about, even if those topics are not covered in the standard curriculum. This approach increases students' interest and motivation for learning, which enables them to bring fresh perspectives to the group. 

4. Highlighting Health Equity: In my lab, I often remind research assistants to consider health equity when reading and discussing empirical articles. This practice encourages students to think critically about how different strategies can be applied across various demographics and how sociodemographic factors may influence research outcomes. 

5. Mentoring and Empowering Underrepresented Students: I am committed to mentoring students of all backgrounds, especially those from groups that have traditionally been marginalized within higher education. One of my mentees, a first-generation college female student from an underrepresented group, successfully transitioned from my research group to a prestigious research position at Brown Medical School, despite not having any research experience prior to joining my group. Her journey is a perfect example of the potential that all students possess, regardless of their background. 

In a nutshell, I am committed to fostering a diverse and inclusive learning environment in my teaching. Diversity enriches our learning experience by exposing us to different perspectives and promoting critical thinking skills. I actively encourage open dialogue, where every student's voice is valued and respected. I believe that inclusivity is fundamental to promoting academic and personal growth. To maintain this inclusive atmosphere, I employ various strategies, including encouraging open and respectful communication, facilitating diverse perspectives, and empowering student choice. I am dedicated to helping all students learn, and I firmly believe that every student, regardless of their background, has the potential to excel and make meaningful contributions to every class. 

Academic Integrity Statement

In the academic environment, ensuring equal opportunities and equity for learning is important. Students' engagement in learning and their assessment are essential for the equitable acquisition of knowledge. Adherence to the fundamental principle of academic integrity is central to this pursuit. To me, academic integrity means that students actively engage in the course material and honestly demonstrate their knowledge and understanding through a variety of assessments, including exams. This commitment translates into individual completion of assignments, with discussions allowed for collaborative learning, and a zero tolerance to cheating during exams. 

My teaching philosophy is rooted in fostering students' active engagement with course materials and increasing their motivation through diverse activities that make learning enjoyable and manageable. I strive to be a supportive resource for students, ensuring they find the guidance they need within the bounds of academic integrity. The following are some examples of my teaching practices that reflect my commitment to academic integrity: 

1. Innovative Assignments: I create assignments that challenge students to think critically and apply their understanding to real-world scenarios. For instance, students may craft an infographic to promote a healthy behavior. Before the final product is produced, students engage in small group discussions during class, receiving feedback from peers, teaching assistants, or myself. This approach connects the assignment to their daily lives, scaffolds their learning, and encourages them to incorporate feedback effectively. 

2. Integration of Artificial Intelligence (AI): I will have an open conversation about AI and its applications in healthcare. Students are encouraged to explore how AI can enhance their learning experiences while acknowledging the potential downsides and consequences of misusing AI. By establishing a nuanced understanding of this cutting-edge technology, students are better equipped to approach it responsibly and ethically. 

3. Project-Based Learning: Group presentations, including peer evaluations, can promote shared responsibility and accountability among students. Group discussions reduce the likelihood of academic dishonesty and facilitate a deeper understanding of the material. Teaching concepts to others reinforces students' own learning. 

4. (Half) Open-Book Exams: I advocate for in-class exams where students are allowed to bring a cheat sheet. Creating the cheat sheet serves as a valuable learning process and a comprehensive review of course materials. For remote exams, I lean toward fully open-book assessments with more stringent time constraints. The questions require students to apply their knowledge in a lot of different scenarios, discouraging heavy reliance on searching through resources during the exam time. 

5. Discussion and In-Class Activities: I employ a variety of in-class activities to encourage active learning and foster a deep understanding of the material. Methods such as think-pair-share, applying theories to real-life experiences, debating, and student-led discussions engage students and eliminate opportunities for academic dishonesty. 

6. Scaffolding Challenging Assignments: Complex assignments, like final research papers, are broken down into manageable steps. Students receive feedback on each segment and are encouraged to incorporate this feedback into subsequent stages. This approach eases the burden of assembling a comprehensive assignment at the last minute and provides clear guidance for continual improvement. 

7. Comprehensive Assessment: I distribute assessment points across a range of activities, including assignments, attendance, in-class participation, group projects, and exams. A single exam does not disproportionately impact a student's final grade, and numerous opportunities for achieving a respectable score are available. Additionally, spaced learning strategies, including multiple small quizzes throughout the semester, help students to better prepare for the exams. 

In conclusion, I am committed to upholding academic integrity in my teaching practices while facilitating an engaging and equitable learning environment. These approaches foster honesty, encourage personal responsibility, and enable students to achieve their full potential while maintaining the highest ethical standards.