PHILOSOPHY

Philosophy

From diverse teaching experience, I have been able to develop a unique teaching philosophy: I strongly believe 3Cs, curiosity, challenge, and commitment.

If one asked me what makes students tick in a classroom, I’d say their own curiosity.  They must be curious about the materials covered in classroom.  Yet, there are too many classes they have to take just to graduate.  I believe that motivation to get to know materials covered in class is led by student’s own curiosity.  That’s why I spend lots of my preparation time outside of classroom to think about what my students are curious to know.

Post-modernism changed everything.  Especially, a horizontal relationship between teacher and student has been faded away.  Using the Internet, students can get as much as information as their teacher has.  That’s why teacher must challenge student in every lecture.  To pass the information is not enough.  Teacher must challenge students to touch their own curiosity and “think.”

If one has a curiosity and challenge, it wouldn’t be hard for students to make commitment to the class.  Once they commit, teacher just needs to guide them not to fall off the track. 

I have a broad range of teaching interests and am highly interested in developing new curriculum in new media studies in both theory and practice.  With my education and expertise, I believe that I’m qualified to teach any art and communication classes as long as the subject makes me curious.  As stated above, I can have my own curiosity, challenge, and commitment to develop a class and teach.

Principles

In my teacihng, I value three things: preparation, participation, and execution of knowledge

Preparation

Preparation is a foundation in my teaching.  Since I deal with new technologies in all of my classes, I have tried to keep up with up-to-date technologies.  Also, I have tried to collect materials that I can share in classroom whenever I can.  I bought many digital imaging/mass media magazines and DVDs and I literally live in the bookstore during the weekend to find newer materials that I can cover in classroom.  I scanned many periodicals of digital technologies, digitized many media clips, and organized them properly, so that I can use these materials more efficiently in classroom.  As a result, I could show more new and fresh materials, which reflects the current technologies we embrace in the field.  Also, many students of mine gave me positive feedbacks on interesting materials they’ve seen in class.  And, I’m confident to say that they saw materials that no one else in any schools saw before.

Participation

Participation is an element that requires commitments from both students and teacher.  It could be exchangeable with the word, engagement.  Throughout semesters last year, to induce more participation from my students, I put more strict attendance/participation requirement in my syllabus.  Sometimes, issue in software classes is that students become really absorbed into computer without enough participation in classroom.  Thus, I demanded more participation from my students.  It has been hard to see dramatic chances, yet I want to stay positive.  I believe that it is more about the culture that generation next shares.  They tend to be transparent in classroom and have better relationship with their electronic gadgets, such as cell phone and iPod.  It’s not something new that teachers see very few active participants who dominate in class discussion.  I want to have more participation from my students, yet I have to admit that this was one of the biggest challenges that I face in my classroom.

Execution of knowledge

In my classes, I want to provide my students more chances for the execution of knowledge they’ve learned in classroom.  Yet, it wasn’t as easy as it sounds.  Mainly, I want to teach them how to utilize all they’ve learned “collectively.”  However, it seems that UW-Platteville students are better with the project that has more specified outline of steps and goals.  I teach many project-oriented software classes, so it hasn’t been much of problem.  Yet, in upper division classes, I want to invite my students to do more collective works, and then it becomes a challenge.  In general, final project is the project that requires them to utilize all the techniques taught in class.  However, they, time to time, limit themselves to only finish specific requirements outlined in project description.  Thus, I spent more time to design projects that allow my students to have more chances for execution of knowledge.  Furthermore, I want them to have more works that they can put into their portfolio.  Classes like Digital Imaging, Principles of Interactivity, and Multimedia Projects, helped my students to have stronger portfolio.

 

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