Category: Beyond Education

Talks about education, teaching, mentoring, training, advising, career advancement, and personal and professional development.

  • A Personal Commitment to Diversity in Science and Education

    A Personal Commitment to Diversity in Science and Education

    When I arrived in the United States in 2009 as an international researcher, I brought with me not just a suitcase, but a deep curiosity about how people from different cultures collaborate, learn, and grow together. Over the years, I’ve had the privilege of working across research and teaching environments that span disciplines, institutions, and continents. Since 2013, I’ve served as a Project Scientist at the Center for Polymers & Organic Solids, where I’ve led and managed research efforts at the intersection of materials science and chemistry. But beyond experiments and papers, my most fulfilling work has been in mentoring and guiding students—especially those from underrepresented backgrounds—toward becoming confident contributors to the scientific community.

    Diversity in research and education isn’t a policy checkbox. It’s a lived experience. It’s embedded in how we form research teams, how we teach in the classroom, how we listen, and how we support each other’s growth. I’ve made it a priority to design projects that intentionally pair international students with native English speakers—not only to promote collaboration but to create space for everyone to sharpen their communication and presentation skills in a research context. I’ve seen firsthand how access to instruments, real lab experience, and meaningful advisory can help students from minority and disadvantaged backgrounds unlock their potential. Science becomes more dynamic when many voices shape the questions—and the answers.

    My commitment to diversity is not confined to the lab. Looking forward, I plan to build programs that integrate research, teaching, outreach, and professional development. By leveraging UC programs like Competitive Edge and UC LEADS, I will develop workshops to introduce energy materials research to students from low-income and first-generation college backgrounds. My lab will remain open—not just in terms of access, but in spirit—where curiosity thrives and differences in perspective are valued. These efforts will include evaluation mechanisms that help students identify their strengths and prepare for more advanced training.

    I also believe that international partnerships can play a powerful role in building a more inclusive academic future. I plan to develop short-term exchange programs and collaborative research experiences between our campus and partner institutions around the world. These initiatives won’t just broaden the scope of scientific inquiry—they’ll deepen the human connection that underlies great collaboration.

    In the classroom, I’m committed to adaptive teaching. I adjust my lesson plans based on the educational backgrounds and needs of my students, with particular attention to those who have historically lacked support—be it due to language barriers, financial constraints, or systemic bias. I believe teaching must be responsive. The goal is to help all students progress not just in knowledge, but in confidence and self-efficacy.

    And while university-level efforts matter, we also need to reach earlier. I’m passionate about creating learning bridges for younger students, particularly those who are socioeconomically disadvantaged or English language learners. By introducing them to the fundamentals of science and engineering early on, we can open doors that too often remain closed. Higher education shouldn’t be a gate—it should be a gateway.

    Looking ahead, I’m eager to lead a professional development initiative that targets senior graduate students from all walks of life, preparing them for careers in academia, industry, and beyond. These future scientists, engineers, and educators will become the backbone of a more diverse, inclusive, and globally connected research ecosystem.

    I carry this mission not as a task, but as a calling. My research, my teaching, and my mentorship all reflect a deep belief that talent exists everywhere—and it is our job to create the conditions where it can thrive. Diversity is not just good for science. It is science, in its most human form: a collective pursuit of understanding, powered by many minds, many voices, and many stories.

  • My Statement of Teaching Philosophy

    My Statement of Teaching Philosophy

    My childhood dream was to be a scientist. When I gained my Ph.D. in Materials Chemistry, scientists became not only my dream and passion, but also the journey of being a mentor, instructor, and role model for students and junior researchers. Sustainable research advancement requires continuous assets, particularly in how one educates students into passionate science pursuers. My teaching goals center mainly on (1) providing the best possible learning environment to allow undergraduate students to retain a consistent interest in materials science research, and (2) equipping junior researchers with a rich scientific toolbox to enable their creativity and independence in both generating and addressing practical research questions.

    Effective teaching strategies initiate by creating students an encouraging and interactive learning environment both inside and outside the classrooms. Pursuing research questions in Materials Science and Chemistry has been inspiring me in propelling my teaching commitment. I am proficient in teaching classes in the areas of organic materials synthesis, characterization, and processing techniques, as well as application in optoelectronics, energy transducers, and devices. I taught graduate classes with the topic of Characterization Techniques for Materials Research, such as nuclear magnetic resonance, with emphasis on their pros, cons, and synergic effects. I facilitate students with real examples of my research and, instead of plain knowledge, how these tools are implemented in the lab. I employ inquiry-based strategies from the students and trigger their solutions to tackle practical questions. One-on-one and group discussions provide students with the opportunity to be both proposers and reviewers. These interactions remain accessible after class through email lists and social media group discussions.

    The awareness of teamwork in learning and research is underlined by organizing mock project design. Specific challenges from the current research frontier are put forward for students. They are expected to propose projects which are accessible via appropriate research means. I pay special attention to the individual expertise and diverse backgrounds of students. Teams are then assigned with these considerations in mind. Each team generates a proposal based on extensive discussion and collaborative effort. I evaluate each research project by raising questions that the project may face and expecting responses. Evaluation is determined based on how well the technical issues are covered and the respective strategies that could be used.

    My instruction extends students’ interests and engagement inside and outside the classrooms. They are often eager to discuss with me their future goals and intention to be involved in my current research projects. My interactive teaching has also profound influences on the students who continue to grow on their science tracks and pursuing their research goals. I gain self-fulfillment to witness their progression and the steady growth of the new generation of research assets.

     I will create teaching models that bind literature study with research frontiers reflected in everyday life. I am also motivated in organizing outreach programs for high school and elemental school students. My pedagogical strategies are dedicated to teaching the principles of materials research interactively that will remain with students when they face research questions. I am committed to bringing insights and new perspectives on the materials research to students, to assist students in generating their own research goals in favor of the state-of-the-art research and application of organic functional materials.