Like my scholarly activity, my approach to pedagogy is broad and transdisciplinary. I regularly teach a range of undergraduate courses on Asian history, medicine, and religions. I also advise students in independent research through the Abington College Undergraduate Research Activities program.
I have a true passion for teaching, and it is my strong belief that the humanities are indispensable in providing undergraduates important tools to understand the world and to actively engage in society. My teaching methods have been influenced by several key experiences in my professional development. The first was my year as an instructor in the expository writing program at Johns Hopkins, which taught me the Harvard “Expos” pedagogical method. The second was my year-long fellowship at LeMoyne College, where I encountered the Jesuit philosophy of cura personalis (educating the whole person) and the method of “learning contracts.” Finally, my time at Abington College, a minority-majority institution with an extremely diverse student body, has also challenged me to expand and refine my teaching methods with an eye toward equity and inclusion.
Awards & Grants
- 2019, Penn State University Teaching & Learning with Technology Faculty Fellow
- 2018, Teaching Transformation & Innovation Grant, Schreyer Institute for Teaching Excellence
- 2018, Abington College Curricular Innovation Grant: Diversifying and Internationalizing the Curriculum
- 2017, Penn State Center Student Engagement Grant
- 2014, PSU’s Schreyer Institute for Teaching Excellence Grant
- 2011, Teaching Innovation Fellowship from Abington College
Some pedagogical experiments
- The Jivaka Project: Engaged Pedagogy for a Diverse Student Body: Supported by PSU Center for Student Engagement, Schreyer Institute for Teaching Excellence, Teaching & Learning with Technology, and Abington College Undergraduate Research Activities, this project has involved dozens of students doing participant-observation ethnography at over 40 Buddhist temples in the Greater Philadelphia area.
- Team-Taught Interdisciplinary Course on Visualization: Integrating Medieval Chinese Buddhism and STEAM. This course was a New Media Consortium 2015 Idea Lab Winner.
- iPad-Enabled Hybrid Course: Utilizing the public history resources in the Philadelphia area, this class had two purposes: to learn about the history of medicine, and to meet with various curators, archivists, and other professional role models that could share advice and perspectives about career choices in history.
- The Grading “Scorecard”: A Tool for Teaching a Diverse Student Body: A maximally flexible grading system to meet the needs of a diverse student population and to maximize engagement in the class.
- Dynasties & Dragons: A Role-Playing Game for Developing Term Papers: A complex semester-long role-playing game integrated into my introductory undergraduate survey courses in Chinese history.
See other posts on pedagogy and related issues on my blog, Metadisciplinarity.