Teaching

Teaching Philosophy:

How classes are taught, these days, gives us the impression that the objective of education is to have students listen to the lectures, finish the home works, and pass the examinations. I believe that it should be much more than that. Particularly for the case of science education in the university context, when it comes to the multifaceted world of science education, curiosity-driven teaching and learning is important, as curiosity itself is the purest form of inner willingness to see more and connect dots of knowledge. From my pedagogical journey, I found that curiosity-driven teaching approach could engage more students to realize pro-active learning environment in the class. In addition, I think blurring the roles of teacher and students with the "Socratic" method of teaching will give immediate mutual feedback like a peer in a discussion. By combining peer learning with traditional lecturing, I expect to achieve a balance between instruction and independent inquiry, which will drive effective communication and collaboration inside and outside the class.

Teaching Distinctions:

• 2023: Two abstracts of both PhD students under my supervision got accepted in the upcoming 2024 UKNC.

• 2023: Selected to supervise 4 University of Cambridge's NanoDTC graduate students on their Nanointegration project.

• 2022: My PhD seminar presentation entitled received a perfect score from my PhD committees (see the recording).

• 2020: Honored to receive McGill's ELATE (Enhanching Learning and Teaching in Engineering) Graduate Award — in Teaching.

• 2020: My tutorial class on "Electronic Properties of Materials" received 81% score from the students (see the evaluation).

• 2019: My lecture "On the Theory of Raman Scattering" received a positive feedback from Prof. Marta Cerruti (see the evaluation).