Teaching Philosophy

Having grown up with a parent in academia, I was fortunate to experience firsthand the positive impact that comes from combining a passion for teaching with genuine investment in a student’s growth. Reflecting on the many encounters I have had with excellent mentors, the greatest commonality I notice is their ability to share their passion for the subjects at hand while still leaving room for students to engage creatively with concepts and ideas. I believe this ability to share passion and encourage creativity in students is what sparks their own curiosity and lays the foundation for the pursuit of knowledge.

"The only thing that never changes is change" 

Change inevitably brings new challenges, and as a result, there will always be a need for those who can innovate and adapt existing ideas into solutions for problems yet to come. Teaching without passion or creativity at the forefront can leave students susceptible to self-doubt, disinterest, or an unwillingness to engage when facing new or difficult problems. This became evident during my first job as camp counselor, where I observed how the enthusiasm and attitude of the kids was often a reflection my own demeanor. Over time, I learned that sparking their curiosity and desire to learn required elevating education into an active experience through the sharing of my own passion and excitement. In doing so, the kids began to view new or difficult tasks as exciting opportunities to test new ideas and showcase the skills they had developed. This was my first experience as a mentor witnessing how education carried out with passion can overcome limiting beliefs. Regardless of the subject, educators are often the people who show us that just because something is difficult or has never been done before, does not mean it is impossible. 

The two core components of my teaching philosophy represent distinct yet synergistic qualities that together embody adaptability. Effective educators recognize the evolving nature of the world and understand that today's certainties may one day be challenged and redefined. Throughout the six months I spent teaching at Purdue University, I had the unique opportunity to apply this philosophy directly.

Already, the development and integration of artificial intelligence have signifigantly impacted our daily interactions with technology while also raising new concerns regarding its implications on human employment. Our lectures and discussions surrounding this topic focused on how we as pharmacist can best utilize AI to enhance our profession while anticipating future shifts in patient care. Rather than focusing on fear or uncertainty surrounding these changes, we used this technological shift as an opportunity to emphasize growth, adaptablity, and the sustained need for critical thinkers. Through these discussions I felt I was able to help prepare the students to see farther than those before them in a future that may be unrecognizable from today's. 

 Outside of personal anectodotes, research has also shown that promoting critical thinking and creativity improves academic outcomes and student engagement, as demonstrated in a study by H. Nold et al (1). Of even greater importance is the understanding that critical thinking can be taught. Creativity and critical thinking are often neglicted because we them view them as fixed traits or natural talents that are intrinsic only to certain individuals. In actuality most skills, including critical thinking, require practice, meticulous attention, and a growth mindset. Observing students as they mastered difficult tasks such as journal clubs involving critical assessments and non-linear thinking was proof of this concept and reinforced it as a key component of my teaching philosphy.

Ultimately, my experiences teaching pharmacy students through didactic lectures, drug information activities, and simulated assessments have continually reinforced this philosophy and strengthed my desire to support critical thinking, creativity, and the exploration of unique ideas. Thus, as the world evolves and environments change, ideas, knowledge, and the way we teach must also evolve to address emerging challenges.

Nold H. Using critical thinking teaching methods to increase student success: an action research project. Int J Teach Learn High Educ. 2017;29(1):17-32. Accessed May 17, 2026

Willingham DT. Critical thinking: why is it so hard to teach? Am Educ. 2007;31(2):8-19. Accessed May 17, 2026