Evaluations
Reflective Statement
I believe in the importance of tailor-made learning. I make it a priority to adapt to my students' learning needs. Evaluations are only one way I try to take my students' feedback into account. At the beginning of each semester, I give my students a survey where they are encouraged to let me know about them and anything that would help me be a better instructor for them.
Halfway through my IDE401: Integrating Technology into Instruction III last semester, I held a virtual office hour where the students and I discussed what had been working so far in the course and what could be improved. Although I greatly enjoyed the collaboration in this activity, I plan to incorporate a written element next time. Hence, I have more physical evidence of their mid-term evaluations. These strategies allow for meaningful classroom dialogue and joint pursuit of knowledge. I subvert the power of teacher-student structure by becoming a facilitator and learning partner, guiding my students to the beautiful realization of their projects: the incarnation of what once was an idea.
The assessment team at Syracuse University enables me to design and customize my evaluation questions and, most importantly, targeted feedback on my skills as an instructor of record. I enthusiastically seek honest, constructive feedback about my job performance and am always on the lookout for any opportunity for me to grow and develop as a professional. Every semester I look forward to analyzing the results of my course evaluations and tracking my growth longitudinally. I am eager to build my skills in balancing teaching and researching responsibilities with service. I am extraordinarily grateful for these opportunities and will always strive to put forth my best effort.
I have been influenced by Confucianism and Buddhism for many years. I resonate with one famous saying from Confucious: When three walk together, there must be one who can teach me." I always respect my students' input and try to put my feet into their shoes. In my class, rather than imposing a monolithic perspective of the truth, I encourage my students to analyze, refute or expand the topics discussed in class and incorporate their knowledge, interests, and creativity into the class dynamics. Their active attitude in class promotes the flow of ideas and true learning.
In addition, my approach in class highlights and celebrates individual differences, making the classroom more inclusive, diverse, and equitable. My classroom is a safe place to debate ideas and learn from the diversity each of us brings to the table. I systematically use various sources and examples to ensure students learn and understand valuable underrepresented minorities. In my evaluations, students have expressed how I have supported them and how my courses have empowered them to express their ideas and find their voices while feeling safe and protected. What a pleasant reward!
Under the tab " Evaluations," you will find the responses from each evaluation I have had thus far. You can also click here to direct to " Course Evaluations". Although the messages are largely positive (and some heartwarming), I did notice that some of the students from my IDE 401 asked for more assistive technologies, less workload and a few others. Every semester, under the faculty supervisor Dr. Jing Lei I update and tailor the materials right for the students, especially during the COVID-19 pandemic.