After serving as an educational volunteer at northern Thailand, I decided to devote my life to education and research.
Get to know more about me on my road to becoming a professor!!
Get to know more about me on my road to becoming a professor!!
Courses taught: COGS 1, COGS 14A, COGS 101C
COGS 1: In this introductory course to cognitive science (462 students enrolled), I held weekly sections (68 students) and collaborated with my fellow teaching team members to create quizzes and assignments. My weekly sections covered topics such as Distributed Cognition, Theory of Mind, Language acquisition and lateralization, perception of time, and Consciousness. An example of my section materials can be found here. Further, my course evaluation can be found here, where 86.2% of my students would recommend me to other students.
COGS 14A: In this introductory course to research design (297 students enrolled), I taught two section and designed workshops for research reading. This course focused more on demonstrating and explaining detailed research design and ethics, outstanding topics include: Criterion for Causal Claims, Multivariate and Bivariate Designs, Hypothesis Testing and Falsification, APA Research Ethics, and Validities and Reliabilities. Example material for my research reading workshop can be found here. My evals for this course can be found here.
COGS 101C: In this Upper Division course on language (54 students enrolled), I lead a review section and graded assignments that covered Phonetics, Syntax, Language Relativity, Bilingualism, and Language Acquisition. With experiences in language acquisition, I was also invited as a guest lecturer and gave a lecture on Second Language Acquisition. The video to my guest lecture can be found here (starting around 1hr40mins in). My course evaluations can be found here, where 94% of the students agree that they would recommend me as TA, and the instructor giving Excellent remarks on my performance.
GPSA Representative of CogSci
I served as the GPSA Representative of the Cognitive Science Department from academic year 2022. Outstanding performances of my term is as follows:
1. Drafted a statement with GPSA executive members against gun violence, and provided suggestions for UCSD on mental health support and active shooter scenario training in prevention of gun violence incidents on campus. The statement can be found as attached (scroll to the bottom, you'll see my name :)).
2. Served as a voting member on the Student Transportation Advisory Committee to help monitor and vote on campus transportation related issues.
3. Served as a active member of the GPSA council, where I participated in the drafting and voting of resolutions/endorsements/budgets, expressed concerns from my department (CogSci), relayed important info back to my department, and volunteered at GPSA outreach events.
KoTESOL Representative at ETA-ROC
On behalf of the ETA-ROC's Pan Asian Consortium of Language Teaching Societies partner KoTESOL, I was invited as a representative to the 2021 International Symposium on English Language Teaching & Learning. While fulfilling my responsibilities as representative, I also took the opportunity to participate in most conference presentations that interested me, and noted down possible cognitive neuroscience approaches to the presented research ideas.
Lab member at the NTNU Neurolinguistics Lab
Starting from September 2021, I had the opportunity to intern at the NTNU Neurolinguistics Lab. My work at the lab mainly involved EEG data collection, nonetheless, I also acquired the following skills from my lab experiences: PCIbex for visual stimuli acceptability testing, E-prime for basic experimental design, and EEGlab for ERP data preprocessing and visualization. Meanwhile, I also participated in the doctoral seminar on Neurolinguistic methodology at NTNU while working as a lab member. In the course, I learned about fMRI research design, preprocessing, and had hands-on experience with fMRI data analysis using SPM.
IELTS/TOEFL Tutoring with
As a Private Tutor, I had 4 ESL students whom I taught not only IELTS and TOEFL test-prep, but also focused on training them how to "use" the language. I emphasize the usage of multimodal input in my teachings to help students attend to the content better. My lesson plans integrated empirically researched TESOL (SLA) techniques such as Repeated Reading, Extensive Reading, and the 4/3/2 method to help my student's attain native-like language skills. As a teacher and a researcher, I keep close track of my student's performances and observe their language development in order to provide student-centered teaching. Two of my students have successfully scored an overall band 7 on the IELTS test, while the others are still working on their way to success.
(See the document below for a letter of recommendation written by my first "Graduated" student who scored a band 7.)
Chinese Tutoring with UVA students
Tutored Chinese learners from the University of Virginia on a short-term internship. Me and my partner focused on diminishing the gap between high/low-achievers in class, which we implemented Problem Based Learning and Task Based Language Teaching designs to solve the problem.
(See the PowerPoint below for one of my lesson plans.)
Administrative internship at a private elementary school.
Worked as an administrative intern at Future Heir Bilingual Elementary School. Besides daily paper-work, I also took a major role in the production of science projects, summer water fights, and English singing competitions. I was also given the opportunity to complete two teaching demonstrations on grade 4 and 6 classes, which I implemented Gamification and Multimodality in my teachings.
(See the file below for my teaching materials.)
Educational volunteering at a remote school in northern Thailand
Voluntarily taught Chinese at a remote school in northern Thailand for underprivileged students. This experience was exceptional as it not only made me fall in love with education, but also made me concerned about educational fairness. I was also gifted a hand-written Buddhist Sutra from one of my students for my love and care for them. The bond between my students and I encouraged me to fight for the people in need, as I went on to become an advocate of enhancing the efficacy in volunteering. To my observation throughout several volunteering experiences, we have somewhat been providing teaching resources that are not necessarily needed in the regions we service. Therefore, if we could identify the needs and take into consideration the efficacy of our resources beforehand, we'd make the most of what we have to offer. If my beliefs for rural education resonates with you, please feel free to contact me, I'd be more than happy to chat with you.
(Check out some pictures of me teaching Chinese and martial arts in Thailand! )