My teaching philosophy is anchored in the belief that education is a collaborative and transformative process. I view teaching as an opportunity to inspire curiosity, foster critical thinking, and facilitate the practical application of knowledge. In the context of applied statistics, this means helping students move beyond rote memorization of formulas and techniques to a deeper understanding of how these tools can be used to solve real-world problems in clinical practice. I belong to the constructivism and student-centered learning paradigm.

Over the past four years, I have committed at least 10 semesters as a teaching assistant for HLSC 1010: Personal Health and Wellness, PUBH 3100: Environmental Health, HLSC/PSYC 3450: Applied Statistics for Clinical Practice, and HLSC 3510: Program Planning and Evaluation. I have supported the Applied Statistics for Clinical Practice course for five semesters. The course stands out for me because: (i) it is compulsory for most of the enrollees, (ii) some of the students had poor math backgrounds and hence came unprepared, (iii) the class size is large, comprising students from diverse programs – fear of the crowd and fear of the unknown set in, and (iv) the course is demanding, with three-hour lectures and an hour of lab work weekly, eleven lecture weeks, eight quizzes, a mid-term test, and a final exam.

Therefore, I prioritize creating a supportive and inclusive learning environment where every student feels valued and heard. Recognizing that students come from diverse backgrounds with varying levels of comfort with statistical methods, I employ a student-centered approach that adapts to individual learning needs. This includes providing one-on-one tutoring, using a variety of teaching methods to cater to different learning styles, and offering additional resources for those who need extra support. I am particularly committed to demystifying statistics by breaking down complex concepts into manageable, relatable parts. I use real-world examples from clinical practice to illustrate the relevance and importance of statistical analysis, making the material more accessible and engaging. Often during my tutorials, I use my marker and the whiteboard for illustration, starting from the known to the unknown.

Assessment is another critical aspect of my teaching philosophy. I believe in providing timely, constructive feedback that not only evaluates students’ performance but also guides their ongoing learning. My goal is to encourage continuous improvement and to help students recognize their own growth and potential. Ultimately, my teaching philosophy is driven by a passion for helping students succeed.