My Teaching Philosophy
My interest in teaching physiology and chronic disease stems from my growing up and the mentors I have had throughout my graduate career. Since the time I was 6 years old, a portion of my house has been dedicated to a tutoring and academic consulting center directed by my dad. After completing his PhD in chemistry at the University of Toronto, my dad decided that teaching was his passion. He wanted to instill in young people the enthusiasm he had for the sciences when he was growing up. Being in this unique environment allowed me to observe a variety of teaching styles, especially at the tutoring center where my dad had successfully built a hub for learning that was rooted in involving students in the learning process. He encouraged students to work through problems alone as well as in groups and would step in only after their attempts to find solutions. It has been a goal of mine to emulate this kind of teaching by remembering how satisfying it is to learn when we are pushed to think critically about the questions in front of us, using the tools and resources that are available.
​
Thinking beyond the classroom and inspiring creativity
At the end of my lectures I will often leave my students with a question that is either a case study or some form of an application question that covers what has been presented in class, as well as what is to come. I provide resources to them that will help them find solutions and encourage students to work together and share their viewpoints. Not only does this offer an opportunity for students to review the material but it also stimulates thoughtful discussion about how the material covered in class can translate into real-life scenarios. At the beginning of most classes I introduce current topics of relevance and debates and show students where to find reliable resources. I challenge them to be more critical of the information found in online news sources.
​
I strongly believe that creating an interactive environment is key to generating creativity and allowing students to develop a deeper understanding of the concepts taught. Exercise physiology is a subject that requires integrative thought and so I ask students to consider how the concepts we cover influence one another and how it may change in different scenarios and populations. For example, the effect of the exercise pressor reflex, which can be triggered during rigorous exercise, differs in healthy and clinical populations. I would ask students to compare these populations and how exercise prescription would change based on their comparisons. I have also had the chance to use immersive technologies such as virtual reality for students in my class and they have found this to be a helpful visual supplement to facilitate learning.
​
​
​
​
Effectively communicating topics in physiology
​
The assertion-evidence based approach is a method I have incorporated in my teaching and has been proven to be efficacious in conveying scientific information, as well as in facilitating the learning process. Traditional lecturing styles I have encountered in the past tend to involve slide sets with heavy text. My style of teaching hinges on the use of visual representations and brief assertions that convey the take away message of my lecture, accompanied by supplementary handouts. This ends up being much more memorable for students and encourages them to think beyond the text in front of them.
​
My teaching philosophy is inspired by the mentors in my life who have pushed me to think outside the traditional ways of lecturing. Ultimately, my aim in teaching is to inspire youth to think as integrative, creative scientists who will make meaningful contributions both locally and globally.