My teaching statement

In my approach to teaching, I adhere to a learning-based philosophy that extends beyond the traditional dissemination of knowledge. I firmly believe that the essence of teaching lies not merely in covering planned materials and topics but in guiding students towards achieving multiple levels of learning objectives. To create and sustain an effective learning environment, I employ several principles:

Teaching as Guiding. My teaching philosophy centers on the idea that the role of an educator is not just to transmit knowledge but to guide and integrate information collaboratively with students. I view each class as a shared responsibility, where students prepare actively for sessions, bringing their knowledge to the table, making them active participants in the learning process.

Relevance and Personal Experience. To engage students effectively, I prioritize the use of examples that are not only relevant but also resonate with their experiences. I encourage students to share their practical experiences, recognizing the value of their insights in fostering collaborative learning. In the dynamic field of media and communication, students often possess more extensive practical experiences than educators that can be harnessed to enrich the learning process.

Critical Approach to Teaching and Learning. In both research and teaching materials selection, I advocate for a deep examination of theory and practice. Emphasizing critical analysis allows us to identify and address the imperfections in academic materials, especially in emerging subfields like media psychology. I am committed to nurturing an inclusive classroom environment that stimulates critical thinking, encouraging students to explore diverse perspectives and engage in respectful, open dialogue. At the same time, I am always trying to create an inclusive environment where everyone can have a voice.

Reflexive Self-Evaluation. An essential aspect of effective teaching is ongoing self-reflection and evaluation. I actively monitor the learning process within the classroom, checking comprehension, designing assignments aligned with learning objectives, and seeking feedback from colleagues and students. Timely feedback during the intermediate stages of assignments facilitates a more vivid understanding for students, aiding them in addressing challenges they may encounter.

Personal Approach. Finally, I firmly believe that genuine interest and passion are contagious. As an educator, I bring emotional involvement and genuine care to my teaching. By demonstrating enthusiasm for the subject matter and the students’ learning, I aim to inspire students and foster an environment where their experiences and progress are valued.

While I have recently received a teaching certificate from UWaterloo, on the university level, the only class I had a chance to teach so far is “Introduction to Public Speaking”. Twice. It was a tough experience during my first semester but it went great in the second one but then the pandemic happened. Also, I guest lectured in Global Communication class and led a series of workshops on VR Research.

At the same time, I developed a syllabus on ‘Intro to Media Psychology’ (which I would certainly update as the field is changing rapidly), and also I am developing a syllabus for ‘Media and Children’ class but there is a huge chance I will never teach it. And even though I still have a lot to learn about diverse research methods, I would love to teach Mixed methods some day because I believe there should not be boundaries between disciplines when answering complex research questions.