Since 2020, I have been teaching in higher education. While my doctoral studies at UMT included relevant seminars and workshops, this experience was not within a formal tenured position as an educator. I had therefore not articulated a formal teaching philosophy until I earned my Harvard Higher Education Teaching Certificate. In my teaching philosophy, I value subject mastery, student-centeredness, critical thinking, and ethical decision-making. As a teacher, my main goal is to help my students get the most benefit from my courses and still make the material I am teaching enjoyable and engaging.
Lesson Planning and Delivery
Early in my teaching career, I relied on old methods like lecturing and arranging classes according to the order of chapters in the references I use. But this did not engage students or promote higher-order thinking. After taking the Higher Education Teaching Certificate, I shifted to a research-based approach using the backward design. I first set learning objectives and goals, and then select content and assessments that meet those objectives. For critical thinking and real-world application of concepts, I use interactive activities, case studies, and assignments in my teaching. I, for example, create case studies based on real industry scenarios where students analyze data, highlight problems, and suggest solutions. I also use group discussions and debates about ethical dilemmas, in classes like accounting, for example, to help students develop ethical reasoning. In many of my courses, I have guest lecturers giving industry experience to students. I do all these activities while having the backward design principles in mind.
Incorporating Research Evidence
I teach using evidence-based and student-centered methodologies. I draw upon current pedagogical research, combining constructivist learning, active learning, and experiential learning to increase classroom engagement. This helps me inform my teaching about current research.
Student Feedback
Student feedback really shapes my teaching. I get anonymous feedback through online forms towards the end of each class. This helps the students communicate what they learned and makes me aware of what went well and what needs improvement. I use this input not only to adapt future sessions, but also to reflect on how I can better support students' learning journeys.
Learning from Challenges
Effective teaching is rewarding and demanding. At moments, engagement versus academic rigor are real challenges. But these are moments I look at as opportunities to grow. I always seek feedback from students and peers. This feedback loop helps me rethink my teaching methods.
My teaching philosophy is built on a foundation of continual learning, responsiveness, and integrity. I believe that good teaching is dynamic and requires adaptability. By combining subject expertise with evidence-based pedagogy and authentic student engagement, I try to create a learning environment that prepares students not only for academic success, but for thoughtful participation in their professional lives.