Teaching

My teaching philosophy is rooted in the belief that the most profound learning happens when students are active, engaged, and genuinely excited by the process of discovery. My ultimate goal is to create a lasting and meaningful impact that extends beyond the classroom. I find immense satisfaction in facilitating this process for students, and I believe my passion for learning is contagious.

When I design a course, I use narrative pedagogy, which means I almost always begin class with a story or personal anecdote to bridge the gap between abstract concepts and real-world relevance. I find that this approach makes the material more memorable and encourages a shift in perspective. It brings me great joy when a student later tells me that a particular story or moment from class has stayed with them, demonstrating the enduring power of these learning experiences.

My teaching is also an act of modeling lifelong learning. I believe the process of learning — the curiosity, the discovery, the challenging of existing ideas — is a source of vitality that keeps us young. I actively engage in the Scholarship of Teaching and Learning (SoTL) by participating in workshops and discussions at the Centre for Teaching and Learning to continually refine my practice.

I view lectures and labs as two complementary parts of a cohesive learning experience. My approach is student-centered, blending foundational lectures with strategically placed active learning activities to help students immediately apply and deepen their understanding. We may begin with a hands-on exploration of an anatomical model, which is then further explored and solidified in the lab. This approach is reflected in my teaching style, which my students often describe as approachable and interesting to listen to.

In all my courses, I work to create a safe learning environment where students feel comfortable to share and open to explore new ideas. I interact with students often, taking the time for formative assessment by checking in on their understanding. This commitment to active listening and responsiveness allows me to adapt my teaching in real time and ensures that every student feels supported on their learning journey.

My approach to assessment and feedback is designed to reinforce these principles. I believe that effective grades should represent what a student has truly learned. I use scaffolded assessment — such as a final written project with multiple check-ins — which allows students to apply what they are learning and improve their work over the term. My hope is that when a student receives a grade, they have a deep, internal understanding of where they went wrong and how they can improve in the future.