“Instruction begins when you, the teacher, learn from the learner; put yourself in his place so that you may understand… what he learns and the way he understands it.” - Søren Kierkegaard
I believe that teaching can be more effective if the instructor considers more from learners’ perspectives. This learner-centered teaching requires understanding of the learners’ needs and backgrounds, engaging the students to be active learners, and improving teaching by actively collecting students’ feedback. I have five years of experience in teaching at both the graduate and undergraduate level, and I have been consistently improving and reshaping my teaching strategies to engage students in an energetic and effective learning environment and to meet their diverse learning needs.
Carnegie Mellon University
Invited Lecturer, 12-623/24-623 Molecular Simulation of Materials, 2020 Fall.
- Invited to present one 110-minute lecture on the molecular simulation of microscopic pressure (stress) tensor.
North Carolina State University
Guest Lecturer, CHE315 Undergraduate Thermo I, 2020 Spring.
- Presented three independent 50-minute lectures on the classical thermodynamics.
Guest Lecturer, CHE713 Graduate Thermodynamics, 2016 – 2019 Fall.
- Presented 18 independent 75-minute lectures on the classical thermodynamics and on the statistical mechanics to more than 200 graduate students, most of whom are first-year Ph.D. students.
- Developed some interactive 3D models that could help students visualize the complex shape of the high-pressure phase diagram.
Guest Lecturer, CHE775 Multi-Scale Modeling of Matter, 2019 Spring.
- Presented one independent 75-minute lecture on the dissipative particle dynamics.
Teaching Assistant, CHE713 Graduate Thermodynamics, 2018 Fall. (Teaching Evaluation)
Teaching Assistant, CHE713 Graduate Thermodynamics, 2017 Fall. (Teaching Evaluation)
Teaching Assistant, CHE713 Graduate Thermodynamics, 2016 Fall. (Teaching Evaluation)
Teaching Assistant, CHE331 Chemical Engineering Lab II, 2016 Spring.