My teaching philosophy is to make learning enjoyable for all students for their chosen field, elective course, or for their required general education course. I have always engaged and motivated students through interactive activities. Throughout my teaching positions, I provided different activities to accommodate students’ different learning styles. I have employed different teaching strategies, such as cooperative learning, project based learning, and blended learning. These strategies assisted me to apply differentiated instructions for students to work at their own pace with technology and help students engage with course learning objectives. I am committed to supporting an inclusive environment by understanding students’ knowledge that they bring into the classroom.

My goal as an educator is to welcome and support the prosperity of all students. My commitment to support an inclusive environment emanates from my journey across the United States and abroad. I have worked with students with different backgrounds, interests, and prior knowledge. As an instructor, I am committed to providing a diverse curriculum to connect and develop global competency skills.

As a faculty member, I encouraged students to ask questions when they are unsure with compassion and respect. I provided free tutoring sessions during office hours for those students that were shy to ask questions during class time. I would go beyond my assigned office hours to assure that students understood the course subject matter. Ultimately, I created an environment where learning thrived, students felt safe, and prepared them to be our future global leaders.

My contribution, as an educator, is for all students to enjoy learning about art and to go beyond the Western branches of art, which Guo Hui identified as painting, sculpture, and architecture.[i]  As an art educator, I would like to expand learning the branches of art to calligraphy, landscape painting, ephemeral art, ceramics, and decorative art. As a graduate student my thesis investigated the application of Western and non-Western art across the United States public universities that offer undergraduate art history program. Thus, my research assessed the application of general education requirements available to first-year students to help them develop a multicultural competency. I would like to bring my findings that showed three areas to support a world art curriculum, which are 1) preparing students for diverse work force in a rising global technological era; 2) enlightening students about the importance of knowledge and awareness of cultural diversity; and 3) allowing for greater context to be given across a wide variety of courses.

1 Guo Hui, “Canonization in Early Twentieth-Century Chinese Art History,” Journal of Art Historiography, no. 10 (2014): 1-16, https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=aft&AN=96735785&site=ehost-live&custud=092-800.