My early teaching experience began since middle school. As a high score student, I was selected to tutor the students who need help in maths
in my class. Meanwhile, I also tutored my cousin and some teenagers in our community for years. I enjoyed teaching a lot; sometimes I didn’t really understand an idea until I explained it to someone not familiar with it. Therefore, my desire to teach stems from my desire to share ideas and information with others in a learning environment.
During graduate school study, I obtained an M.S. in Statistics
and Ph.D. in Chemistry
and worked as a teaching assistant for seven years with rich experiences in teaching Statistics and Chemistry for both high school students and college students. I understand the importance and need for academic education in science
. I care about not only the study program but also the academic success of students. By creating an energizing and encouraging learning environment, I try to bring out the best in students and make science courses attractive and interesting to arouse students' enthusiasm to study.
As a teacher in Statistics, I have extensive teaching experience towards students with different level of Mathematics
background. For instance, when I teach Introduction to Statistics, I would like to spend more time on explain the meaning of figures and charts because students almost have zero background on Statistics; when I teach Business
and Economic Statistics 1, the students have better understanding to data so that I pay more attention to introduce distribution and the application; when I teach Business and Economic Statistics 2, I focus on introducing and comparing different data analysis methods since the students taking this course are already well trained with basic Statistics information.
Meanwhile, Chemistry, different from Statistics, is the study of the basic component of the Universe. It is a field that is vast in scope and rich with applications; therefore it is important to emphasize the significance of chemical concepts. However, I often encounter students who have well memorized the concept, but have trouble to apply the theory to solve problems. My primary goal is to teach students to learn to think as chemists, critically and scientifically, and to provide them with the skills to learn and apply. I attempt to do this by reviewing the fundamentals quite often and show how new subjects can be linked to what is already known. In order for students to understand and apply scientific information, they must incorporate it into their daily lives, so our lectures and labs are applied in nature.
When I give lectures, I try to demonstrate the relevance of chemistry to students by creating a relaxed and encouraging atmosphere. For example, since students' interests vary, I always ask students what they would like to learn about before each course begins. I try to customize each class by giving examples based on the specific interests of students. I bring in examples from my experiences and invite them to share their experiences. In order to have students really think and actively engaged in the lecture, I would like to throw out a question and not answer it directly. As dissent comes out, the focus of attention is successfully shifted from me to the whole class and my job is to allow the students to run the class as I moderate the discussion. As they feel more comfortable in class, they seem more likely to ask questions and participate in their learning. Thus, they will have deeper impression about the answer and further understanding of the basics.
One-on-one interaction is an essential part of my pedagogy as well. I strive to make myself available to students through my office hours, appointments, and e-mail. I want them to feel that I am committed to helping them master the material, and I also believe that my students could benefit from the interaction outside the classroom. I am particularly interested in how they view the world, which is very helpful to improve my teaching skills especially on expressing myself in a way they can easily understand. I hope that students will be open to share with me how they feel the class could be improved. By realizing students’ academic weak point, considering their interests and listening to their valuable feedback, I can adjust my teaching strategy to students’ need with my highest enthusiasm.
I look forward to hearing from you and will try my best to help you with future studies!