My Teaching Philosophy

As an educator, it is my job to impart the skills and knowledge the next generation of engineering students will need to solve the problems of the future. I believe this can be accomplished with a focus on developing critical thinking skills, bridging conceptual barriers between classes, and discussing the social responsibilities of engineering within the classroom. Many engineering courses tend to be highly focused on mathematical problem solving in a single subject area. In reality most engineering problems require the knowledge and skills of multiple subjects and often have complex social implications. One of my goals as an educator is to coordinate with other faculty to provide students with more projects that apply the concepts that at traditionally taught in separate classes. Additionally, I believe there should be a greater focus on the social responsibilities of engineering. Often times students mistakenly believe that social issues are irrelevant when working in STEM, when in fact it is one of the most crucial aspects of it. To challenge this, I want to bring in more real world case studies to dissect, and make social considerations a larger aspect of design projects.

A key component of my teaching philosophy is rooted in my commitment to Diversity, Equity, and Inclusion. Every classroom goal relies on students feeling welcome and comfortable in the learning environment, and research shows that many students with minoritized identities frequently feel alienated within STEM. One way to accomplish this is by creating classroom policies that allow students flexibility for when they need to focus on their mental or physical health. I would also strive to bring in diverse examples, highlight the success of scientists from marginalized backgrounds, and connect students with resources both on and off campus.