My childhood dream was to be a scientist. When I gained my Ph.D. in Materials Chemistry, scientists became not only my dream and passion, but also the journey of being a mentor, instructor, and role model for students and junior researchers. Sustainable research advancement requires continuous assets, particularly in how one educates students into passionate science pursuers. My teaching goals center mainly on (1) providing the best possible learning environment to allow undergraduate students to retain a consistent interest in materials science research, and (2) equipping junior researchers with a rich scientific toolbox to enable their creativity and independence in both generating and addressing practical research questions.
Effective teaching strategies initiate by creating students an encouraging and interactive learning environment both inside and outside the classrooms. Pursuing research questions in Materials Science and Chemistry has been inspiring me in propelling my teaching commitment. I am proficient in teaching classes in the areas of organic materials synthesis, characterization, and processing techniques, as well as application in optoelectronics, energy transducers, and devices. I taught graduate classes with the topic of Characterization Techniques for Materials Research, such as nuclear magnetic resonance, with emphasis on their pros, cons, and synergic effects. I facilitate students with real examples of my research and, instead of plain knowledge, how these tools are implemented in the lab. I employ inquiry-based strategies from the students and trigger their solutions to tackle practical questions. One-on-one and group discussions provide students with the opportunity to be both proposers and reviewers. These interactions remain accessible after class through email lists and social media group discussions.
The awareness of teamwork in learning and research is underlined by organizing mock project design. Specific challenges from the current research frontier are put forward for students. They are expected to propose projects which are accessible via appropriate research means. I pay special attention to the individual expertise and diverse backgrounds of students. Teams are then assigned with these considerations in mind. Each team generates a proposal based on extensive discussion and collaborative effort. I evaluate each research project by raising questions that the project may face and expecting responses. Evaluation is determined based on how well the technical issues are covered and the respective strategies that could be used.
My instruction extends students’ interests and engagement inside and outside the classrooms. They are often eager to discuss with me their future goals and intention to be involved in my current research projects. My interactive teaching has also profound influences on the students who continue to grow on their science tracks and pursuing their research goals. I gain self-fulfillment to witness their progression and the steady growth of the new generation of research assets.
I will create teaching models that bind literature study with research frontiers reflected in everyday life. I am also motivated in organizing outreach programs for high school and elemental school students. My pedagogical strategies are dedicated to teaching the principles of materials research interactively that will remain with students when they face research questions. I am committed to bringing insights and new perspectives on the materials research to students, to assist students in generating their own research goals in favor of the state-of-the-art research and application of organic functional materials.
