Teaching Philosophy

 

I believe in higher education for the public good of societies and the world. My pedagogical focus has always been on social and global engagement as a means toward that end. I encourage my students in my courses to understand the importance of academic learning in the social roles they will play once they graduate. Further, I cultivate them to become critical readers and reflective writers, as well as socially and globally responsible citizens. To make them the kind of genuine world citizens, I ground my teaching in rhetorical analysis, in-depth reflections, and thought-provoking discussions.

My teaching philosophy at once favors postmodern technological advances and stresses tolerance, understanding, and love among cultures. I am keen to help students to become engaging citizens with critical thinking, philosophical depth, and practical communication skills. My teaching goal has always been one that encourages critical thinking and progressive citizenship in that I value students’ creativity and their interactions in and out of classrooms. For instance, in my first-year writing courses, I encourage students to discuss in groups documentaries, reading assignments, and multimodal compositions that unveil different cultures and writing traditions. Further, I require them to compare different technical design from different cultures as a way to cultivate their transnational literacy. For example, they reported in class how the communication design and rhetorical aspects of WeChat, Twitter, Facebook, and so on, influence ways of communication, cultures, etc. Such pedagogy helps students to become engaging world citizens.

As a multilingual teacher-scholar, I am especially aware of how to help students who are both native and non-native speakers with comparative and translation assignments. Engaging in civil and community affairs, comparative rhetorical analysis, and multimodal composition have been my primary pedagogies as an instructor. This semester, for example, in both my first year writing and Business Communication Strategy classes, students are applying digital rhetoric in their class blogs, presentations, and group projects. I look at multimodal composition as a powerful approach of communication and writing, especially when contemporary information era offers so many tech savvy ways to convey ideas. However, I also pay attention to the access issue some of my students have despite others’ convenience with the fruits of technologies. I facilitate groups to share technological devices in discussion, especially when communication can be facilitated through different technological platforms designed from all over the world.

My passion for teaching gave me the joy of the learning process together with my students. In this way, I maintain not only a teacher’s role, but also the role of a discussion leader who facilitates students’ awareness and passion in learning and applying knowledge. My teaching philosophy gives me the passion to help students, and be part of them whenever necessary. I encourage students to have a global vision in both academic and industrial settings, and more importantly, to adapt themselves to contemporary digital and global era with a mind of love, care, and compassion. In guiding students to think critically towards ideologies, cultures, technologies, media, in various texts and contexts, I believe they will be able to become engaging global citizens who possess the ability to communicate effectively and act progressively to cope with ideological, cultural, and rhetorical issues.

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