Philosophy presenting the Seven Liberal Arts to Boethius (15th century manuscript illumination; Boethius, c. 475 - 525 CE).
Philosophy presenting the Seven Liberal Arts to Boethius (15th century manuscript illumination; Boethius, c. 475 - 525 CE).
My teaching philosophy centers on two key principles. As an instructor, I believe that it is my responsibility to:
inspire curiosity in my students through independent inquiry; and
cultivate critical thinking skills to understand global problems while nurturing a growth mindset that views challenges as learning opportunities.
As a first-generation learner from resources-limited background, I understand the power of education. Which is why I am committed to creating an inclusive and supportive learning environment where all students, regardless of their background, can thrive.
In my classroom, I prioritize active learning, where I encourage my students to engage with the material, challenge their preconceived beliefs, and learn from one another. I consider my role to be beyond that of a traditional teacher. I aim to be a mentor who encourages students to actively engage in generating knowledge, rather than simply absorbing it passively.
To see what I am currently teaching at Columbia, click here.
At Teachers College, Columbia University, I taught a Research and Writing seminar in International and Comparative Education, a semester-long graduate-level course where students write an empirically-focused research paper, among other options. The course guides students in refining their intellectual questions into research questions, developing a rigorous research design, and conducting their studies. It is designed to equip students with the professional knowledge and skills necessary for effective written communication in their Integrative Projects.
The course explores educational planning and policy analysis in developing countries. A special focus is placed on aid effectiveness, aid modalities, and the aid architecture in countries where educational reforms are sometimes funded by multilateral organizations, development banks, and non-governmental organizations. Critical issues, such as global benchmarking, target setting, and monitoring by the World Bank, OECD, and other international organizations are examined. Students learn about current debates and controversies in international educational development and reflect on the impact of externally funded projects on educational planning and reform in developing countries.
This course is designed to serve as an introduction to the concepts, methods, and applications of empirical research in international and comparative education. The course readings, lectures, class discussion, activities, and course assignments will examine fundamental issues and processes of research design and practice from a variety of methodological perspectives - qualitative, quantitative, and mixed methods.