The first job of my father was teaching ‘engineering and home economics’ in a middle school, which had only 11 students. The school was on a tiny island, where everyone became fishermen, and the need for home economists or engineers was nil. When we talked about those memories, my father always laughed and said, “Not everyone was motivated to learn about engineering and home economics.” As an instructor in communication at a university, I am in a better position compared to my father. Still, not everyone is motivated to learn about communication.

Whenever I teach, I always remember that not everyone is motivated to learn about communication theories and methodology. I ask myself why my students need to learn about a subject and how I can adapt the course materials based on students’ different backgrounds and characteristics.

Course Taught (Michigan State University)

Instructor of Record (Solo teaching):

  • Intercultural Communication [2021 Fall (In-person)]

  • Human Communication [2020 Summer (Online), 2019 Summer (Online)]

Recitation Instructor (Solo taught recitation sections):

  • Methods of Communication Inquiry [2022 Spring (Online), 2020 Fall (In-person)]

  • Human Communication [2019 Spring (In-person), 2018 Fall (In-person)]

Teaching Assistant:

  • Health Communication [2019 Fall (In-person)]

  • Interpersonal Communication [2021 Spring (Online)]

  • Intercultural Communication [2018 Spring (In-person)]

Guest Lecturer:

  • Interpersonal Communication [2021 Spring (Online)]

Possible Courses I Could Teach

Risk Communication; Persuasion; Communication Theories; Health Intervention

Certification in College Teaching Institution

If you want to see my e-portfolio of my experience in the Graduate Certification in College Teaching, please click the link here. This website serves as the e-portfolio of my experiences in the Graduate Certification in College Teaching. The e-portfolio includes teaching materials I have created, my teaching effectiveness, and my reflections on my certification experiences (e.g., workshops, coursework, and the mentored teaching project). The following is the list of materials available on this website:

  • Syllabi, assignments, and course activities I have created

  • My teaching philosophy and teaching experiences

  • Quantitative and qualitative student evaluations

  • 5 core competencies (reflections): developing discipline-related teaching strategies, creating effective learning environments, incorporating technology in my teaching, understanding the university context, and assessing student learning.

  • Mentored teaching project: summary of the project, outline of the process, findings, and reflections.