Teaching Statement

You can access my Teaching Statement here.

Guiding Goal: Shift focus from content coverage to developing enduring analytical skills, critical interpretation of evidence, and clear communication.
Student-Centered Approach: Tailor instruction based on diverse populations (non-majors to statistics majors) by focusing on essential ideas rather than overwhelming material.
Non-Majors (Statistical Literacy): Use a “Why before How” framework to emphasize motivation and real-world relevance, reducing “math stigma” by focusing on personally meaningful projects.
Majors (Theoretical Depth): Focus on the connection between theory and modern practice, intentionally exploring “messy” data to understand why methodologies work (or fail).
Authentic Learning: Employ real-world projects (like self-designed semester-long inquiries) as authentic assessments to test conceptual understanding and confront real-world ambiguity.
Adaptive Instruction: Utilize formative assessments (e.g., anonymous topic voting) and self-assessment to continuously refine courses and address student needs.
Future-Proofing Skills: De-emphasize manual calculations in favor of conceptual depth, algorithmic thinking, and adaptability to evolving tools (like AI or different programming languages).
Inclusion & Belonging: Create an environment where students feel heard and seen by actively soliciting feedback, sharing personal struggles, and emphasizing growth and effort over grades.