Today we find ourselves living in an era of unprecedented technological advancement of both disciplinary and interdisciplinary natures. The speed of this advancement, however, is only parallel to our current understanding of science. In keeping pace with this philosophy, I have always aimed to be a student first and researcher/professor later. The employment of scientific investigation towards the service of humanity has always dominated my motivations behind all of my academic endeavors. Keeping up with the new, my primary focus has always been to be able to think critically along and beyond the facts. As a primary step in meeting my objective as a professor, I aim to train my students minds in a piece-by-piece fashion with the goal of establishing a composite whole. Stimulating student curiosity in the subject, devising problem solving exercises, real case studies, literature surveys, class demos, lab tours and interactive class sessions are few of the probes I employ to cultivate the course objective.

As a teacher I consider it as an extremely important to know about what the students are most intrigued by. Thus, besides delivering the prescribed course contents, I tend to customize my lectures to best adapt the students interests. At the same time, I believe in linking students ideas through cooperative assignments in which to have them work collaboratively. Providing students with tools ranging from concept maps to open/close ended puzzles and paradoxes encourages them to think and reconcile the ideas that were delivered during a presentation. This eventually serves as a means to assess how well the student has grasped the information, and subsequently how well I have succeeded in meeting my goal. I often would take class feedbacks to gain their perspective into how I am doing, and what things I can change or shape for their advantage. In recognition to my services, I had also been awarded with a Teaching Excellence Award for the year 2014 by Express Media Tribune.