When we take an inquisitive approach to researching, reviewing, and reflecting upon our classroom strategies and pedagogies, we develop a growth mindset which can enhance our teaching practice in new and novel ways. Shaping an academic course through a scholarly lens has benefited my teaching practice in three significant areas: imagination, experimentation, and discovery.
First, by tackling a course as if it is a blank canvas for provocations of the imagination, I am pushed to think more radically and daringly about curriculum design. Second, by developing a systematic inquiry into the impact of curriculum design on student learning, I am emboldened to experiment deliberately with innovative pedagogies. Third, by disseminating the learning lessons from my foray with innovative pedagogies, I aim to illuminate how course experimentations can lead to new discoveries that advance the frontier of higher education.
More fundamentally, by embracing a “beginner’s curiosity” toward understanding the metacognitive dimensions of my teaching practice, I am able to find a renewed enthusiasm for the classroom and a reinvigorated passion for my disciplinary field. And, ultimately, sharing this creative energy with my students engenders a two-way conversation to explore what teaching and learning means for us, individually and collectively.
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I am currently teaching two undergraduate courses at the University of British Columbia. These courses are offered by the School of Community and Regional Planning (SCARP) as part of a dynamic suite that introduces students to various perspectives and approaches toward understanding our urbanizing world.
To learn more about any one of these courses or SCARP, please click on its image.
Course posters designed by former student Katie Robertson, supervised by Su-Jan Yeo (SCARP | 2018).