ACADEMIC
TEACHING COURSES:
Organic Chemistry: Functional Groups
Organic Chemistry: Biomolecules
Organic Chemistry for Engineering
Organic Synthesis
Industrial Organic Chemistry
Green Chemistry
Organic Chemistry Practical
Laboratory Occupational Safety and Health
Biological Aspect of Forensic Science
Innovation and Creativity
TEACHING PHILOSOPHY:
Emphasize learning theory that is meaningful to the purpose
Constructivism learning was primarily used, which I believe that students can actively construct or establish their own knowledge that is determined by their learning experiences, which is a constantly dynamic process. It is anticipated that students will be able to develop personal meaning through reflection and analysis throughout this student-centred process, thus accomplish the learning goals. To support constructivist learning, I introduce class activities such as case study discussions, small group work, and project-based activities.
Set holistic goals for student growth
I firmly believe that the process of learning is just as important as the outcomes of learning and students’ academic standing. As a result, the learning environment is always stimulated by allowing open exploration of ideas, diversifying learning instructions, encouraging collaborative work, and developing an atmosphere in which students feel respected and challenged. To ensure the effectiveness of the learning and teaching process, the student’s prior knowledge and learning experiences were determined. I also encourage students to always go above and beyond to gain a broader understanding of science, chemistry, and other relevant fields. I constantly remind myself that being an educator is about more than just content and knowledge; it is also about educating and instilling in students a positive attitude and characters. Finally, it is hoped that as student progress through the learning process, they will be able to prepare for a professional career and improve the quality of their lives.
Openness for improvements
Every new class and every new student present a challenge, no matter how experienced an educator is. To allow every student to participate fully and actively in the learning process, I must improve and adapt to various learning styles, provide a variety of instructional experiences, and remain open to new teaching techniques. Thus, my teaching practices should evolve such as to incorporate the relevant new academia learning innovation. I also consider the feedback from students that reflect on their learning experiences and how the process can be better. For me, teaching provides an opportunity for continual learning and growth.
Contents matter for life-long learning
As an educator, one of my commitments is to instil a love of learning in my students as I share my own passion for learning with them. Thus, I encourage my students to have a broad interest in a variety of relevant fields to facilitate the acquisition of life-long learning. In class, for example, current trends and new directions relevant to the course were introduced. My course materials are also kept up to date with adaptable content that includes latest case studies as references.
Adaptable as a Future-Ready Educator
I am willing to adapt to the idea of flexible and remote learning and teaching, especially in the aftermath of a pandemic, and thus revise my teaching strategies. The pandemic has taught me to respond proactively, which includes assessing my personal capability, reviewing course delivery suitability and exploring available effective platforms.
To conclude, I will always strive to be the best educator I can be, thanks to the influential mentors, personal educational experiences, and training programs available at various levels. I also believe in constantly leading my students in their quest for knowledge akin to the constructivism learning, as encapsulated in Hamka remarks:
