Teaching

Systems thinking training is set as my primary teaching philosophy. 

“Learning without thinking is pointless; thinking without learning is perilous." 

"Teaching students in accordance with their aptitude."

                                                                                                              -- 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. With active learning activities, I encourage our engineering students to hone their abilities to identify and propose contextualized solutions to those complex challenges. This process involves well-rounded stages of definition, abstraction, analysis, and synthesis, equipping the students with the necessary tools to tackle multifaceted problems with confidence and skills. 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 group projects