Teaching Journey

“We do not learn from experience… we learn from reflecting on experience.” (Dewey, 1910).

Why teaching is important to me?

I believe it is important to develop students’ ability to ask meaningful research questions, think critically across different perspectives, and engage respectfully with ideas that may challenge their own. I want them to be able to select and apply the most appropriate tools for inquiry, and to engage in effective reflection that connects their learning to their academic, professional, and individual lives. These abilities are not one-time achievements but part of an ongoing learning and assessment cycle, where students set goals, apply skills, reflect on their progress, and use feedback to refine their approach.

Teaching, for me, is not just about transferring knowledge; it is about cultivating enduring habits of mind and professional competencies that will serve students long after they leave the classroom.

How I want to teach?

My teaching approach is grounded in inclusivity, applied learning, and effective reflection. I strive to create an environment where students feel comfortable exploring new ideas and perspectives, even when those perspectives differ from their own. I use scaffolded instruction to break down complex skills into manageable steps, integrate real-world data and scenarios, and encourage students to draw connections between course content and their own research or professional goals.

A key part of my approach is helping students learn to convey their thoughts clearly and confidently, whether in written work, oral presentations, or collaborative discussions. I create structured opportunities for students to articulate their reasoning, defend their choices, and communicate their findings to both technical and non-technical audiences. Reflection is also central to my pedagogy: I guide students in assessing their learning, identifying areas for improvement, and applying feedback, mirroring the iterative nature of the research process and preparing them to engage effectively in professional and academic communities.

What experiences do I have in teaching?
(Graduate Courses)

SU 24 Multilevel Modeling
(Instructor: Dr. Minjung Kim)

In this role, I led weekly lab sessions designed to support students in applying statistical concepts to real data. For each homework assignment, I created pre-recorded instructional videos demonstrating step-by-step analyses in SPSS or HLM, enabling students to review methods at their own pace.

I also held regular office hours to answer questions and provide individualized guidance. Every student met with me at least once to discuss their final project, during which I offered tailored feedback on research design, data preparation, and model interpretation.

My emphasis was on fostering students’ confidence in learning statistics, encouraging applied problem-solving, and connecting analytic techniques to students’ own research interests.

SP 25 Grant Writing

(Instructors: Dr. Matthew J. Mahyew and Dr. Emily T. Creamer)

In Grant Writing course, I supported course delivery by setting up and maintaining the Canvas learning environment, preparing weekly lecture slides, and monitoring student engagement during live Zoom sessions. Alongside another TA, I provided written feedback on students’ bi-weekly reflections, focusing on their developing grant proposals and professional writing skills.

My emphasis in this role was on fostering effective student reflection, helping students link course content to their professional goals and develop confidence in their ability to produce competitive proposals and present their ideas effectively to potential funders.

What students are saying?

"I appreciated when you walked us through the programs live and provided screen shots of what you were doing in the PowerPoint."

"I like how you went through the process one step at a time and opened SPSS to show it. I also like how you added the syntax as text, instead of a photo, so it was really convenient to copy and paste."

"Her videos were extremely helpful."

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"I didn't get to interact with Yun-Han much with her in the TA role, because she wasn't assigned to me, but she did briefly facilitate one of our breakout sessions, and she was helpful in our group and seemed to understand the material and offered good feed back."

"Yun-Hahn gave very intelligent and thoughtful feedback."

"Yun was so willing to answer my questions and meet with me to provide the assistance I needed"

"I appreciated the attentive feedback."

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