Teaching Philosophy

Constructivist theory is at the core of my teaching philosophy – learning as learners creates knowledge through experiences and engagements with the world. I believe that each student has their own story, their own point of view, and experience, and bringing them into their learning adds value to the learning environment through communication and sharing. Value to the individual’s input to the learning process leads to my effort to create a shared and inclusive environment where students feel they can contribute and co-design their learning experience.

My teaching approach follows the principles of andragogy because adult learners are active participants in their own learning. They bring a wealth of experience to their learning, and are motivated by real-world application of knowledge. My courses are learner-oriented, where students can practice problem-solving, critical thinking, and reflection that can be applied to solving real-world landscape architecture issues. In so doing, I try to make learning engaging and create a bridge between theory and practice, which helps to keep the motivation up, resulting in a deeper understanding of the knowledge.

I strive to incorporate emergent technologies with my teaching, enabling practical exploration of new tools and techniques in my classrooms. In the present state of the rapidly shifting landscape of technology, it is of utmost importance that institutions create a workforce that is adaptive and capable of working with the tools of the future. I am currently incorporating Extended Reality (XR) technologies, ranging from Augmented Reality (AR) to Mixed Reality (MR) and Virtual Reality (VR), one of the key features of the Fourth Industrial Revolution, in my classroom to teach and explore design and construction methods. This incorporation allows for more immersive learning, even when there are institutional drawbacks of resources, and lets the learners have a hands-on experience with cutting-edge technology. Similarly, I use geospatial information and data analytics to facilitate data-driven, environmentally aware design to show students how to navigate and use open source and big data in their decision-making. In my belief, incorporating these technology-aided methods allows for the development of the present learners into capable future professionals who are environmentally sensitive, technologically sophisticated, and rational in their design decisions.

My current research tries to answer whether XR technologies can improve the learning outcomes in landscape architecture education, and if so, where and how does it blend with the conventional teaching methods. To answer this, I am employing both qualitative and quantitative approaches.  Working with this question shows me the promise to develop a futuristic educational framework with improved learning methods. It’s a path I intend to travel in the future and work and test the potential of other emergent technologies such as Artificial Intelligence (AI) and Artificial General Intelligence (AGI) and the various aspects of their application to Landscape Architecture teaching methodologies. My research aims to enhance the discipline of landscape architecture and its teaching methods and to help keep the Landscape Architecture Body of Knowledge (LABoK) updated to ensure that it remains relevant and adaptive to the demands of a job market undergoing transitional changes.

My assessment methods are generative, reflective, and critical, with continuous feedback for improvement. I use various evaluation methods, such as projects, group projects, peer evaluation, and self-reflection. These allow students to check their knowledge retention with self-efficacy, encouraging learning through inspiration and formative discussions.

I intend to create a positive classroom culture where diversity in thoughts, culture, ideas, and innovations is always welcome with open arms. I am transparent in my discussions and offer the students the space to express their constructive thoughts and ideas for collective development and mutual respect. By paying attention to learners’ styles and cultures, I tailor my approach to fit each student.

In summary, I am a constructivist and andragogical educator and a lifelong learner who values the practice of learning by doing and each student’s contribution to the class. By adopting cutting-edge technologies, I am trying to build a versatile and practical workforce that can adapt to the needs of the future. I aim to create a vibrant and innovative learning community where students are challenged to be reflective, creative, and sustainable landscape architects.