Teaching Philosophy<\/strong><\/h4>\n\n\n\nTeaching is to build the \u201cfishing skill\u201d of the students rather than \nsimply feeding the students with the \u201cfish\u201d. The role of the teacher is \nnot only to direct the students to learn what should be learned, but \nalso as Confucius (551-479, BC) said, \u201cTo learn and practice is to learn\n to know what you do not know\u201d. In my opinion, it is to teach the \nstudents to learn what, where, why and how and to discover what you do \nnot know.<\/p>\n\n\n\n
Teaching is both art and science. It is an art because one must \ndeliberately arrange and plan the learning process as a packaged process\n and product. It is a science because you have to incorporate an \neffective pedagogy to allow your knowledge and experiences to be passed \nto students. It is essential to understand the nature of the learning \nprocess, and how to achieve optimum student learning outcomes. Excellent\n teaching involves effective communication between instructor and \nstudents as well as recognition of cognitive, developmental and social \naspects of learning. In addition, teaching is an interactive process \nwhich involves motivation, communication, technique and a shared context\n of mutual respect. Nevertheless, excellent teaching relies on a \nknowledgeable research base, effective teaching strategies, and the \npossible responsiveness to interact with the students under the roof of \nmutual understanding. Thus, a responsible teacher understands and \napplies effectively the pedagogy and rationale behind research. Research\n activities and experiences beyond the classroom provide real world \nexamples and challenges to exemplify and illustrate the theoretical \nconcepts and methods taught in class.<\/p>\n\n\n\n
Engineering design and application provides infrastructures, which \nare essential to prolong civilization and provide quality living. \nHowever, the challenge for engineering education is to cultivate \nstudents with the skills and competencies necessary to design solutions \nfor the challenges and opportunities humanity faces today and in the \nfuture. Furthermore, teaching in engineering is to fundamentally develop\n students\u2019 competence in resolving multifaceted problems with innovative\n application of scientific and engineering principles. This specific \ngoal requires teaching that is focused on how to continue one\u2019s learning\n in a rapidly changing industrialized world, and to prepare students to \nconduct themselves as responsible citizens and ethical, professional \nengineers in today\u2019s global environment and in the future.<\/p>\n\n\n\n
My teaching incorporates two core beliefs that effective \ncommunication between instructor and student is essential, and that \nengineering education is an iterative process of theoretical study and \npractical application. I have set up my classroom goal, which is to \nprovide an environment that allows students to take initiatives in their\n education; regardless of their background, students will explore skills\n and competencies necessary to provide solutions for the challenges they\n encounter. As a matter of fact, it is through these principles that I \nreached my teaching goal. <\/p>\n\n\n\n
As a teacher, I am responsible for the clear and planned \ncommunication of course materials. This begins with a clear course goal,\n with respect to students\u2019 statuses, backgrounds, and aims. Second and \nperhaps most important, is having well-designed course content. My \nteaching experience has demonstrated that careful and thorough \npreparation is the most significant effort I can make toward a \nsuccessful class experience. This involves a progression from the \ncareful selection of material from a broad range of resources to a \nwell-organized lecture that emphasizes key concepts. In addition, the \nability to identify the underlying nature of students\u2019 questions is \nvital to effective teaching. Once an effective teacher has prepared an \neffective plan, he or she must carry it out with some effective tools.<\/p>\n\n\n\n
My preparation of lectures and lab sessions is driven by the idea \nthat learning in engineering is an iterative process of theoretical \nstudy and practical hands-on application. Furthermore, my own \nunderstanding of transportation engineering system originates from the \nlooping process of expanding on theory in the literature and applying it\n to problems in computational applications. For instance, Travel Demand \nModeling software provides an example of how this process can be applied\n to teaching; theoretical abstracts taught to the classroom are put into\n practice when students apply them to solve problems with software and \nother tools. I deliberately bridge my teaching and research wherever \nappropriate in accordance with this approach. Understanding \nstate-of-the-art engineering ideas and how technologies are applied to \nsolve real-world problems can boost a student\u2019s interest in a subject. \nIn academia, as well as in industry, students should eventually be \nevaluated based on their ability to solve engineering problems by using \nconcepts learned in classroom settings. An iterative approach to \nteaching fosters these competencies and intensifies the fundamental \nskills required for engineering. Throughout my courses, I use active \nlearning techniques that foster the education of students with different\n learning styles (e.g., term projects, team work, problem solving, small\n group and classroom discussions). These techniques allow students to \nreflect on the lecture material and hence understand and maximize the \nretention of knowledge.<\/p>\n\n\n\n
In higher education, the strategies of teaching for undergraduate and\n graduate students must be differentiated. At the undergraduate level, \nthe ultimate goal is to develop the student\u2019s ability to integrate the \nnecessary science, technology, engineering and mathematical tools. The \nvalue lies in where the students learn to recognize and apply the \nnecessary tools and concepts freely to tackle actual problems. \nFurthermore, the key components in this part of education are: promoting\n the understanding of fundamental engineering and scientific laws and \nprinciples along with their applications in, not only abstract contexts,\n but real life situations; abstracting engineering systems\u2019 complicated \ninformation into solvable mathematical equations; employing the \nsufficient methods to cultivate reasonable and effective engineering \nsolutions; and applying the results with consciousness and respect for \nsociety and humanity.<\/p>\n\n\n\n
In contrast, at the graduate level, extra emphasis is placed on \ndeveloping the solid theoretical foundation needed to conduct effective \nresearch. Academic activities such as attending conferences, conducting \nseminars, and designing research projects, among others, are ways to \nupdate the knowledge within the field. Students\u2019 participation should be\n emphasized and encouraged; however, the learning should be not limited \nto teaching and academic activities. Self-study of advanced concepts \nconstitutes an important mechanism in the learning process of graduate \nstudents in order to foster their intellectual independence and \njudgment. Research projects are the key complements to putting into \npractice the essentials of research and to exercising critical thinking \nskills. Presenting research results provides an excellent opportunity to\n learn and practice oral and written communication skills. These tasks \nare excellent ways to reveal the knowledge achieved in research to \nfoster success for any graduate student.<\/p>\n\n\n\n
I am interested in teaching a broad range of transportation \nengineering and related courses. My specialty includes topics related to\n travel demand modeling and transportation sustainability issues. My \nteaching is a mirror of my research work in travel demand modeling, \ntransportation planning, intelligent transportation system and \ngeographical information system applications, emission modeling, \ncomputer aided design, and data mining in transportation. I have served \nas a teaching assistant for transportation engineering, computer methods\n in transportation and travel demand forecasting at the University of \nCincinnati and have mentored undergraduate students and high school \nteachers for three summers under the National Science Foundation \nprogram.<\/p>\n\n\n\n
To conclude, teaching is a formal process whereby society transmits \nits accumulated knowledge, skills, customs and values from one \ngeneration to another. However, it requires constant innovative ideas as\n socio-technological environments evolve. Teaching is bi-directionally \nbeneficial and a rewarding process where you can learn from the class. \nWith enthusiasm in teaching, I would like to conclude that \u201cTeaching is \nboth art and science\u201d <\/p>\n","protected":false},"excerpt":{"rendered":"
Currently, I am offering ARCH 30353: PLANNING 3 – Introduction to Urban and Regional Planning at Polytechnic University of the Philippines. Please find the course… <\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1203","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/zhuoyao.net\/index.php\/wp-json\/wp\/v2\/pages\/1203","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/zhuoyao.net\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/zhuoyao.net\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/zhuoyao.net\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/zhuoyao.net\/index.php\/wp-json\/wp\/v2\/comments?post=1203"}],"version-history":[{"count":1,"href":"https:\/\/zhuoyao.net\/index.php\/wp-json\/wp\/v2\/pages\/1203\/revisions"}],"predecessor-version":[{"id":1390,"href":"https:\/\/zhuoyao.net\/index.php\/wp-json\/wp\/v2\/pages\/1203\/revisions\/1390"}],"wp:attachment":[{"href":"https:\/\/zhuoyao.net\/index.php\/wp-json\/wp\/v2\/media?parent=1203"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}