Teaching

Systems thinking training is set as my primary teaching philosophy. 

“Learning without thinking is pointless; thinking without learning is perilous." (Confucius) 

Our current engineering curriculum faces new challenges from wicked problems on a global scale like the climate emergency and social polarization. 'All-or-Nothing' thinking is extremely problematic for creative solutions. My teaching role is to help engineering students identify and propose a feasible solution in a complex context with well-rounded definition, abstraction, analysis, and synthesis stages throughout active learning activities. The ultimate teaching goal is to improve students' engineering leadership by influencing others to collaborate and solve real-world problems strategically.  

My approach to student-centred teaching generally involves:

• Providing fundamental and practical values of study subjects as a motivational technique

• Illustrating content with customized examples and contexts in an inclusive learning environment

• Combining pre-reading, semi-structured group discussions in class, and self-study after class to increase the depth of learning

• Critically questioning the material at each step of learning (including open-ended assignments)

• Using game theory principles to suit the diverse expectations of different students for learning outcomes

• Promoting engineering leadership as the overarching objective when designing the group projects