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 for the development of an interdisciplinary team-taught course on visualization that put Buddhist meditation at the center of a STEAM project. This course went on to become a New Media Consortium 2015 Idea Lab Winner.
- 2011, Teaching Innovation Fellowship from Abington College for development of an iPad-enabled hybrid history of medicine course that utilized the public history resources in the Philadelphia area.
Some thoughts on teaching from by blog at Medium.com
- What to teach and how to teach it: A quick introduction to my basic teaching principles, AKA “the three C’s and three A’s.”
- What’s the point of a college education in the humanities?: A “learning objectives master grid” outlining what the core academic and life skills acquired in the humanities.
- 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.
- Deconstruction is no longer enough: Transitioning from critique-only to a fuller range of tools for empowerment, empathy, and meaning-making.
- The Jivaka Project: Engaged pedagogy for a diverse student body: An example of the kind of course content suggested in the previous post, specifically designed for diverse students.
- The world outside the lecture hall is on fire: On political engagement and our relevance as academics.