Teaching Philosophy

Over 30+ years of teaching and business practice, my approach to student education has evolved, yet my principles remain the same: active learning, differentiated instruction and scaffolding.

My teaching journey began with instructing computer programming at a study center, where students aged 10-25, with varying skill levels, were assigned to the same room based on their preferred class time. In each class, I spent 2-3 minutes with each student, providing feedback on their previous work, demonstrating a new command, and assigning them a new programming challenge. This cycle continued throughout the class unless someone had any questions. These early experiences at the computer center laid the foundation for my enduring commitment to active learning, differentiated instruction, and scaffolding.

This practice led me to believe strongly in the efficacy of action-based learning. When students participate and apply what they’ve learned, it helps them better understand and remember the concepts and procedures. However, not all subjects can be learned through hands-on training. In such cases, I encourage class discussions around the subject matter. I often include in-class activities such as think-pair-share, role-playing, and debate to promote student engagement. I also like to use gamification techniques to encourage collaboration and friendly competition among students, which makes learning more fun.

Putting students of varying abilities in one class was an extreme example of differentiated learning. Despite its unconventional approach, it proved to be highly effective at the computer center and in some of my business entrepreneur courses. I taught a comprehensive course designed to teach small business owners how to promote their products and services online effectively. During the course, I gave lectures on various strategies and demonstrated the necessary steps to the entire class. Students then developed their campaigns and executed them live on their actual websites, social media platforms, and Google Ad accounts. While some students opted for sophisticated campaigns, others kept it simple due to a lack of time, proficiency in English, or prior marketing experience. Differentiated instruction not only addresses diverse students’ various needs but also aligns with my deep commitment to educational equity, a value shaped by my journey as an immigrant.

As a first-generation college student and disabled ESL immigrant breadwinner, I have firsthand experience of how a student’s background and circumstances can impact their access to resources, attitude toward education, and overall ability to learn in different settings. Treating all students equally does not help the disadvantaged ones. It’s crucial to offer individualized support to address their possible barriers. Recently, I’ve been following the Universal Design for Learning Guidelines to design course materials and assessments. It is one of the methods that can help me create a more inclusive and accessible learning environment for all students.

One of my favorite teaching tools is case studies, especially for business courses. It helps foster critical thinking, creativity, and discussion among the students. Through analyzing case studies, students can better understand the impact and consequences of their actions in the real world. Additionally, in a diverse classroom, students with various backgrounds often have different perspectives and interpretations. This diversity can help students learn from one another and expand their horizons. Case studies also provide a platform for students to build upon their foundational knowledge and explore more complex ideas.

However, I prefer to discuss events I have encountered instead of using textbook case studies like most instructors. With my experience working for media, ad agencies and consulting firm, I have worked with a wide range of clients, including government agencies, international and local companies, and large and small brands. By sharing these experiences, I can help students identify issues they can relate to and develop transferrable skills.

Learning is a cumulative process. In programming, students must first learn to complete simple tasks before building complex programs. While teaching at the computer center, I introduced students to one code at a time, gradually guiding them toward creating a video game. Similarly, in my marketing class, I asked students to submit a marketing proposal for a product of their choice at the end of the semester. Throughout the semester, they were required to write weekly reflections on the topics we covered in class and incorporate the components into their proposal drafts. Certainly, I gave feedback on every draft. This scaffolding approach not only helped them to gain self-confidence by completing a major project, but also allowed them to understand the interdependence of the components. Furthermore, it discouraged the use of AI to complete the project, as AI should only be used for information lookups and data collection.

When designing curriculums, I firmly believe the focus should be on the students’ needs. Defining the learning outcomes is just as crucial as setting course objectives. The content of a course should be based on the desired goals. I support the concept of backward design, which entails developing course content after confirming the goals and corresponding assessment. This approach ensures that the course is tailored to meet the learning objectives and align course objectives with students’ needs. I am passionate about engaging with and mentoring students and playing an important role in their journey toward academic and professional success.