Teaching Philosophy and Experience

My teaching is guided by three goals: creating inclusive learning environments, cultivating curiosity-driven engagement, and promoting lifelong growth through critical thinking and problem-solving. To achieve these goals, I use evidence-based practices such as pre-class surveys, inquiry-based assignments, and peer feedback. These methods allow me to adapt instruction to student needs, encourage active discussion, and connect molecular principles to real-world challenges.

My teaching experience spans biology, chemistry, and bioinformatics courses, including advanced classes in chemical biology and bioinorganic chemistry, as well as guest lectures on DNA-based sensors, diagnostics, and scientific communication. I have also completed an Advanced Teaching Preparation Certificate and formal training in pedagogy, mentoring, and science communication. Beyond the classroom, I mentor students from high school through postdoctoral levels, supporting their growth into confident and independent scientists.

Teaching Philosophy

I believe science is not a static set of facts but a process of exploration. My teaching is student-centered and inclusive, with a focus on curiosity, active learning, and research-based problem solving. My goal is to help students connect molecular principles to biomedical challenges and grow into confident, independent scientists.

Mentorship

I have mentored students at every level, from high school through postdoctoral training. My approach combines individualized development plans, scaffolded responsibilities, and consistent feedback.

Examples of mentoring outcomes

  • Postdoctoral Mentorship:

    Advised postdoctoral fellows on project design and troubleshooting, providing guidance that strengthened their independence. Supported professional growth through discussions on research direction and career planning.

  • Undergraduate Cohort Mentor:

    Served as Class Teacher at Peking University for four years, providing academic and personal guidance.the class was recognized as an Outstanding Class at both the university and provincial levels.

  • Graduate Student Mentorship:

    Guided graduate students from struggling with experimental design to leading an independent project, securing fellowships, and co-authoring publications.

  • High School Student Training:

    Trained four students with no prior research experience. They developed independent projects and presented at a national student research conference, where they received recognition.

Most importantly, I have watched students grow in competence, confidence, and independence — progress that I find deeply rewarding as a mentor.

Teaching Interests

As an interdisciplinary scientist, I am prepared to teach a wide range of courses at the undergraduate and graduate levels. My teaching portfolio covers both foundational instruction and advanced electives that align with my research expertise. I am also committed to developing new courses that bring cutting-edge approaches into the classroom.

Core Undergraduate Courses

  • Introduction to Cellular and Molecular Biology

  • Introductory Chemistry

  • Introductory Biochemistry

  • Molecular Biology Laboratory

  • Research Design and Scientific Communication

Advanced Undergraduate and Graduate Courses

  • Molecular and Cellular Basis of Disease

  • Chemical Biology

  • Cell Biology

  • Developmental Biology

Electives

  • Quantitative Imaging in Biology:

    introducing students to advanced microscopy and data analysis methods for studying cells and tissues.

  • Single-Cell and Spatial Omics:

    covering technologies that reveal molecular heterogeneity in health and disease.

  • Molecular Mechanisms of Neurodegeneration:

    exploring pathways underlying neurodegenerative diseases.

  • Nucleic Acid Chemistry and Biotechnology:

    designing and applying DNA/RNA molecules for sensors, imaging, and therapeutic applications.

  • Mini Grant Proposal Writing:

    training students to articulate research questions, design feasible studies, and develop competitive proposals.

Teaching Experience

The University of Texas at Austin

  • Guest Lectures

    • Bioelectronics and Biointerfaces (2023): DNA-based sensors for diagnostics and imaging.

    • Chemistry Qualifying Exam Preparation (2023): Designed lecture materials, assignments, rubrics, and exams; mentored and graded students.

  • Teaching Associate

    • Advanced Chemistry Biology (2024): Developed lectures and discussions on Chemical Biology of Metals.

    • Bioinorganic Chemistry (2022): Created slides and exams for Metals in Medicine.

Peking University

  • Teaching Assistant:

    Applied Bioinformatics (2012). Taught BLAST and Linux; guided students in bioinformatics tools.

  • Excellence in Teaching Award (twice)

    Recognized for contributions to undergraduate education and for fostering an engaged learning environment.

Pedagogical Preparation

I have completed semester-long courses and workshops that offered formal training in evidence-based pedagogy, inclusive teaching practices, active learning strategies, and mentoring approaches. This preparation equips me to create engaging, inclusive, and student-centered learning environments, while also supporting trainees at all levels in their academic and professional development.


  • Advanced Teaching Preparation Certificate (2023-2024)

  • Concentration in Teaching and Mentoring (2024)

  • Coursework in evidence-based teaching and mentoring undergraduate researchers (2024)

Classroom Approach

I adapt my instruction to students’ prior knowledge and emphasize real-world connections. To encourage active learning and critical thinking, I:


  • Use pre-class surveys to tailor lectures.

  • Connect biochemical concepts to biomedical contexts to spark engagement.

  • Design inquiry-based assignments where students generate hypotheses and design experiments.

  • Monitor progress through reflections, peer feedback, and group discussions.