Deniz DAHMAN, Ph.D.
Introduction
In my view, teaching transcends the confines of a curriculum’s outline. While it is essential for a teacher to possess a thorough understanding of the subject matter, an array of qualities like emotional intelligence, experience, communication skills, empathy, passion, and patience must be seamlessly integrated into the act of teaching. In addition to learning from literary sources and experienced educators on how to be an effective teacher, this personal perspective provided the groundwork for developing my own teaching methods and techniques. My teaching strategy is guided by three key terms: the starting term, the delivery term, and the outcome term, each with its own evaluation cycle.
The Starting Term
Initially, when assigned to teach a subject, I begin with comprehensive research from both academic and practical standpoints. This research includes learning about the latest developments in the subject, such as recent publications, projects, and tools, ensuring my knowledge is current. Additionally, it allows me to understand the industry’s needs that the subject’s curriculum can address. Consequently, I construct the curriculum sequence, student projects, assignments, quizzes, and, most importantly, an evaluation strategy that allows for necessary updates and amendments. Once everything is prepared, the first day of class is crucial. Depending on the classroom size and student count, I determine the communication approach for the course. In a small to medium-sized classroom (fewer than 15 students), I prefer a brief self-introduction from each student, learning their names to foster a trusting and respectful environment where every student feels acknowledged and valued. In larger classrooms (more than 15 students), I ask each student to write a short biography and their expectations from the course, which they then submit to me. This approach promotes self-awareness regarding the course and its potential outcomes. The culmination of this term has fostered a relationship with the students rooted in trust, respect, and determination.
Their commitment to perform and excel stems from the attention, trust, and sense of self-worth I instilled from the first day. In turn, this has provided me with the comfort and confidence to share and deliver the content to the highest standard. I began to develop this approach early in my career as a Microsoft professional trainer for UNRWA, where I learned the importance of establishing trust and respect in the classroom from day one. This was further refined during my working experience as a teaching assistant at Limkokwing University, where I had the chance to give an orientation on the subject to undergraduates before the main lecturer took over. This reinforced the significance of instilling a sense of self-worth and awareness of the subject’s value in students. Ultimately, I fully shaped this approach while working as a professional instructor, teaching students with professional and executive backgrounds. This experience underscored the need to highlight the practical applications and importance of the subject matter in the industry from the outset, even for subjects as structured as pure mathematics and theory.
The Delivery Term
My approach for the second term focuses on two key elements: firstly, an in-depth understanding and command of the subject matter, and secondly, a mentorship style. The recent industrial revolution, along with the swift advancement of the internet, has significantly changed the way we learn and understand. This change is indeed a double-edged sword; while it provides unmatched access and convenience for learning at our fingertips, it also encourages the spread of misinformation and plagiarism. In my teaching approach, when delivering a lesson, I start by establishing a clear and accessible method to present the lesson’s structure. For instance, on various topics ranging from nonlinear algebra and mathematics to economics, business, and financial theories, as well as programming skills, I create a narrative that demystifies abstract concepts and motivates students to independently develop solutions. Subsequently, I impart knowledge from the course materials and wrap up with practical projects and hands-on applications. This method engages students, spurring them to actively think and research, thus nurturing a sense of accountability. They learn to use all available resources to meaningfully contribute to problem-solving, rather than fabricating answers or resorting to dishonesty just to pass. This method has been effective for me. For instance, in my role as a teaching assistant, I observed a significant impact when undergraduate students first learned abstract concepts through problem solving methods and then connected them to real-life applications. This approach helped them to excel in their projects and overall performance. Additionally, as a trainer instructor, I witnessed the achievements and high engagement levels of graduates and professionals who were able to effectively communicate the learning outcomes in relation to the problems or research questions they were addressing
The Outcome Term
The outcome term concludes my teaching strategy. In this phase, I establish an independent evaluation mechanism for each lesson, exam, project, and assignment. Initially, at the start term, I design comprehensive evaluation metrics that align with the course content. Then, during the delivery term, I apply these metrics, with the crucial ability to update them should they deviate from expectations. Towards the course’s end, I introduce a tool—such as a survey or questionnaire—that assesses student performance against the final course objectives. Additionally, this tool allows students to provide feedback on my professional conduct, the challenges they encountered, and their suggestions for future iterations of the course. This evaluative process has been instrumental in my growth as a teacher, trainer, and instructor, enabling me to self-improve, stay attuned to my audience, and learn from past errors
Conclusion
Crafting a teaching statement is one thing, but demonstrating it is what truly matters. I could have selected numerous cases to support my statement and the claims regarding the success of the teaching approach I’ve honed over the years. Instead, I chose to showcase this through the creation of a digital content book titled ”The Big Bang of Data Science.” (Dahman, 2023) This book introduces a unique concept with the motto” transitions from academia to industry,” detailing five key elements: research, analysis, prediction, coding AI, and embedded AI, covering the entire spectrum from beginning to end. The first two elements are designed to help learners grasp all facets of research, regardless of their major or background, and to apply the necessary analyses to their research questions. The next two elements cater to students in science, engineering, and related fields, while the final book is tailored for those in software, computer science, and engineering. The material is structured to emulate a university’s path but with a core principle of bridging the academic-industry divide. All digital content, including projects, examples, and videos, is made available online for public access, allowing one to witness me implementing my three pivotal terms: the starting term, the delivery term, and the outcome term, each with its distinct evaluation cycle.
My aspiration is to leave a legacy before departing from this life, and what could be more fulfilling than mentoring someone to make a meaningful difference.
Deniz DAHMAN, Ph.D.
References
- Dahman, D. (2023). The big bang of data science. GitHub Repository. Retrieved from https://github.com/dahmansphi/big bang of data science project