Student-Centered Learning

Acknowledging that students come from diverse backgrounds and start at different levels is central to my teaching philosophy. A student-centered approach requires understanding and addressing their varied goals and needs. I set flexible learning objectives that provide both a low entry point and high expectations. The flexibility allows students to focus on core concepts while maintaining the space to pursue advanced topics with my full support.

Learning as An Opportunity for Personal Growth

Teaching offers valuable opportunities for educators to grow and continuously refine their approach by understanding students’ evolving needs. In courses on planning and public administration, teaching requires addressing both broad and specific challenges, as students often raise questions that challenge conventional practices. Rather than providing direct answers, it is important to encourage students to explore their curiosities and engage in self-directed research. This approach values critical inquiry and deep engagement over unreflective responses. Additionally, fostering a supportive academic community is essential. I have been deeply involved in promoting graduate student growth and resilience, co-directing initiatives like the Graduate Student Collective, which provided resources and opportunities for interdisciplinary collaboration, skill-building, and professional development. Through this, I aim to contribute to the personal and academic development of students, both inside and outside the classroom.

Adaptability in Learning

To make learning more accessible, I offered various formats including synchronous and asynchronous options with recorded lectures, to accommodate diverse student needs, particularly those facing transportation or health issues like Covid.

Courses Taught