Shazib Pervaiz

TEACHING PHILOSOPHYOne of the most important duties of an academic is to function as a source of inspiration for the younger would-be colleagues. This, in my opinion is only possible if the teacher or mentor is able to develop a relationship of trust and mutual respect with his students. Encouraging lively debate on difficult concepts and promoting innovative brain storming are perhaps the best ways to keep the students engaged and motivated to self-directed learning. I subscribe to the school of thought that the roles of imparting and acquiring knowledge should be interchangeable, which simply means that an effective tutor would from time to time allow the students to assume the role of the knowledge giver, thus making the learning process a mutual exercise. This is even more important in this age of information explosion on the Internet that allows the student to test the boundaries and depth of knowledge of their teacher without much effort. Not only does it help the student to independent learning, but also nurtures the critical bond of trust and mutual respect between the teacher and the student. The end result of it all is knowledge acquisition with strong character building, a prerequisite for a good teacher of tomorrow.I. My Approach, Strategies and Methodologies:Over the years, I have had the opportunity to teach, both in a lecture setting (with over 200 students) and in small group format such as tutorials and problem-based learning (PBL). In the larger version, there is limited opportunity for discussion and interaction on a one-to-one basis, therefore, my philosophy is to build on the students experience of the subject and tell them my perspective. By doing so, the process of knowledge acquisition becomes a mutual exercise, and more importantly facilitates in establishing a bond between the class and myself. The overall goal is to make sure that the general concepts are clearly explained so that the students have the sound foundation to build upon(1) . I do not fully agree that lectures in a large group setting generally fail to inspire students and are mere conduits for passing information or for passive learning. I believe that a good lecturer brings along his/her own perspective on the filed of expertise, something impossible to find in textbooks. Textbooks are generally out of date, and here the active researcher (lecturer) can stimulate and inspire students by bringing them up-to-date with the most current development in the field. It does require a certain amount of passion and a scholarly mind, but if done well the crosstalk between research and teaching makes the lecture most rewarding, resourceful, and stimulating for the students(2) . I see exactly the same role for the mentor supervising research students in the lab, where a personal perspective on the subject in question could be dealt with on a one-to-one basis. Thus the role of a good teacher (lecturer and mentor) in my opinion is not to pass factual bits of information, but to transform this knowledge using his/her perspective on the topic, which is bound to spark students interest and inspire them to self-directed learning(3) . However, in order to accomplish that, it is imperative that the lecturer is connected to his class. This connection is absolutely essential for communication, for exchange of ideas, for nurturing passion, for stimulating inquisitiveness, and for honing analytical skills. This in itself could be an arduous task in large classroom settings, however, I have very successfully used a few tips to keep students engaged and connected during my lectures. Firstly, I make a point not to stand behind the podium. Instead I walk in front of the students, making use of every opportunity to engage them and allow them to be part of the learning process. Though challenging in a large classroom setting, I tend to address this by taking a short pause after every 15-20 minutes of talking and using that time to involve the students by discussing a question or two, raised by a student at the completion of the previous lecture. Thus a particular students query becomes a whole-class issue, which helps to converge and focus the group to a common theme. I feel that the students feel more relaxed that way, and get ready for another few minutes of lecturing on the subject at hand(4). Second, I rely a lot on light humor in the class to make the process of learning a fun exercise. This to me is an essential ingredient and if done well, keeping in view the sensitivities of the group, makes the sessions less formal, more enjoyable, and something that the students look forward to(5). Third, I do make a point to identify a few people by their names during the lecture. This may sound trivial, however, in my experience is a great way to convey to the students that they are not mere audience sitting through a performance, but that the process is personalized and that they are active participants rather than passive listeners. Fourth, as the opportunities are still limited for a one-on-one discussion during a large lecture session, I do make it a point to spare time for the students after the lecture for addressing any questions on the topic(6). In addition, students are welcome to send queries and concerns via email or IVLE. I have made it a practice to ask students to make an attempt to answer their own queries, however off the line they might seem to them. I go through their explanations and provide them with my version. This exercise allows students to feel that they made an active contribution to solving their own problem(s) rather than waiting for being spoon-fed. In my opinion, this nurtures self-motivated learning, independent thinking, and problem-solving skills.Although, I have an effective method of lecturing in a large class and generally students seem to enjoy my lecturing style(7), I feel that I also have a real strength in small group teaching. I really enjoy interacting with students on a one-on-one level, challenging them, motivating them to think beyond the realms of the textbooks, and encouraging them to self-directed learning(8). My tutorial sessions are not stand up lectures, but an interactive session involving each and every member of the group. Difficult concepts are dealt with in detail in a discussion format with the help of students(9), rather than bombarding them with information. However, I must confess that I am at my best and most enthusiastic in the PBL setting. This is where I let my students develop a sense of belonging to a group, learn to trust each other as they acquire knowledge from their colleagues, nurture innovative/imaginative thinking, and generate interest in the subject by setting challenges for ourselves. This makes the sessions less stressful for the students, allows them to start communicating with each other, and develops a sense of belief in themselves and their ability to self-directed acquisition of knowledge(10). The overall goal is to develop a confident self-motivated learner who would rather learn by challenging concepts than by memorizing information without intelligent reasoning(11).II. Versatility as Strength:Another important gauge of an effective knowledge giver is the ability to communicate with students from different levels at different frequencies. The demands and expectations vary tremendously from students in the first year of university all the way to the graduate level. Whereas the basic principle or psychology of teaching could still remain unchanged, the methodology has to be tailored to cater to the needs and levels of the students. This basically implies that inculcating creativity, critical thinking and self-directed learning still remain the basic principles, however the means to achieving them would definitely be different from a 2000 level module to a 5000 level course. One could still be an effective and caring teacher at a particular level, however if a teacher is able to tune up or tune down his message in line with the level of the class he becomes a versatile resource for students at any level. This resourcefulness is not only limited to his ability to challenge students differently at different levels, but also provides him with the opportunity to develop a special bond with his students, which reciprocally allows the students to feel that he understands their needs and has their better interests at heart.I strongly feel that one of my strong points, as a teacher is the ability to effectively teach at any level. I have been teaching courses to first year medical students, first year dental and pharmacy students, third year science students, fourth year science students, graduate students, and post-graduate students. As I have indicated in the footnotes (excerpts taken from on-line student feedback) students at all levels are generally very positive about my teaching methodology and skills. My students comments reflect their feelings that my role is not limited to the classroom. They do feel that in addition to imparting knowledge, I do care about their development and push them to critically think and become active learners(12). Indeed, it is gratifying to read a comment made by one of the students taking my graduate module (MDG5101/2003-04) and I quote:He is very dynamic and knows how to teach a mixed breed of students..to bring engineers and biologists at par in their understanding of a difficult subject by starting from the basics and going very deep to bring the students knowledge at par with anyone in field is commendableI knew nothing about the subject, had no prior courses on it, but I was encouraged and helped by his lectures to learn and now I am at par with the current knowledge on the subjectand am even tempted to take it up as a careerI regard him as the best teacher I have faced in NUS-he should be teaching a few lecturers on how to teachthank you sir, you have been an inspirationNot only have I been versatile at teaching at different levels, but also in the ability to teach a diverse set of topics with the same level of commitment and effectiveness. Although my area of research expertise is cancer biology/immunology and apoptosis, I have been involved in teaching courses in Neuro-muscular Physiology [1st year medical (MD1130), dental (DY103) and pharmacy (PR1907)] Autonomic Nervous System [undergraduate medical (MD103), dental (DY103) and pharmacy (PR1907) and post-grad dental], Disease Physiology (PY3103; 3rd year Science), Cell Signaling (PY3101;3rd year Science), T Cell Development and Function (PY 4013;Honors module), Apoptosis (BY 4216; Honors module), Tumor Biology (LSM4243; Honors module) and Advanced Cell Biology (MD5101;graduate module). In each of these course modules I have received very positive feedback from my students as is indicated in the on-line teaching evaluation done by the students (copies included for reference). I hope to continue to serve not only as a useful resource, but also as a mentor to my students during these critical years of their development to ensure that they remain on track to become self-confident, honest, and broad-minded members of the society. In my opinion, that should be the ultimate goal of any committed teacher, irrespective of the discipline or the subject that he/she teaches. Only then good teachers of today can contribute to an honest and strong nation of tomorrow.In my capacity as a research supervisor, I have also had the opportunity to interact with research students at all levels. I have taken students who have never had any prior experience of laboratory work (UROPS) or those in their Honors year, and at the post-graduate level (M.Sc/Ph.D). My philosophy here is again to build up long-term relationships with students so that I could continue to supervise their career development. I do that by providing an environment for my students that keeps them motivated enough to want to return and work with me. The idea is to take students under the UROPS program, patiently work with them to acclimatize them with the laboratory environment, and hope that they had a pleasant experience to return to take another UROPS project or if in their final year choose to do their Honor project under my supervision. Here again I work closely with them to keep them motivated in the hope that they will develop the passion for science and get into the graduate program. I think I have been able to create a harmonious unit by enabling students to respect each others opinions and at the same time be ready to accept constructive criticism. I strive hard to set the example for my students and laboratory staff by practicing the policy of mutual respect and sense of responsibility. I cite here a few examples to reflect my philosophy of developing long-term relationships with students and the quality of research supervision (post graduation employment):Dr. Jayshree L. Hirpara was awarded the MSc degree in 2000 and is currently working as a Research Fellow in the department of Physiology.Dr. Sanaul Haq Chawdhury was awarded M.Sc degree in 2003 and joined Johns Hopkins Singapore as a Research Associate.Dr. Kashif Adil Ahmad finished his Ph.D. in 2004 and was awarded the Chua Toh Memorial gold medal for the best thesis in biological sciences. He is currently an Associate Professor in the University of Minnesota, Minneapolis, USA.Sun Yu defended her PhD in 2005 and was involved in a joint program with Karolinska Institute, Stockholm, Sweden. She is currently doing a post-doctoral fellowship in Buffalo, NY, USA.Poh Tze Wei received her Ph.D. in 2006 and is currently a post-doctoral fellow in Mayo Clinic, Phoenix, AZ, USAIsmail M. Hanif (ASTAR scholar) finished his PhD work in 2008 and has been working as a post-doctoral fellow at an ASTAR institute. He was conferred in July 2009.Zhi Xiong Chen (NGS scholar) has submitted his PhD thesis and has already been accepted as a post-doctoral fellow at the Karolinska Institutet, Stcokholm, Sweden. He is also the recipient of the NUS post-doctoral research fellowship.Dr. Sufyan Akram was a postdoctoral fellow under my supervision and since finishing his fellowship is working as a lecturer at the International Medical College, Kuala Lumpur, MalaysiaIII. Challenges and Goals for Improving Teaching:In our system of education, the biggest challenge in my opinion is to change the mindset of the students from the rote learning and memorizing practiced during their school years to a more analytical way of acquiring knowledge in the university setting. It is by no means an easy transition for the student and requires a patient and concerted effort on part of the teachers and mentors. Here again, the best formula is to develop an honest relationship of trust and mutual respect between the knowledge giver and the acquirer. Just to cite an example of the relative discomfort of students when it comes to assuming responsibility for learning, I have had a lot of students constantly ask for detailed lecture notes on areas covered during the lecture, something that I intentionally try not to provide in an effort to curb their natural desire to be spoon fed. Of course it would be very easy to do so, but my basic psychology is to make sure that the students are attentive during the lecture and grasp the concepts covered therein(12). The details could always be found in the prescribed textbooks. I feel that providing extensive details of lectures defeats the purpose of the lecture. I do not enjoy lecturing in the absence of eye contact or communication between the students and myself. I have noticed invariably that lecturers who provide each and every little detail of their lectures to the students may score well with the students, but are generally not effective in creating an atmosphere where everyone feels involved and fail to inculcate the spirit of self-directed learning and critical thinking. Students just scribble through the piles of notes as the speaker does his hour of lecturing and before you know, its all over. I am very uncomfortable lecturing to a class where most of the students are not involved in the process. Therefore, my practice has been to give overall summaries of topics to be covered so that during the lecture session the students are forced to stay focused and involved. Having established that, it is then natural for students to come up with questions I. My Approach, Strategies and Methodologies: Over the years, I have had the opportunity to teach, both in a lecture setting (with over 200 students) and in small group format such as tutorials and problem-based learning (PBL). In the larger version, there is limited opportunity for discussion and interaction on a one-to-one basis, therefore, my philosophy is to build on the students experience of the subject and tell them my perspective. By doing so, the process of knowledge acquisition becomes a mutual exercise, and more importantly facilitates in establishing a bond between the class and myself. The overall goal is to make sure that the general concepts are clearly explained so that the students have the sound foundation to build upon(1) . I do not fully agree that lectures in a large group setting generally fail to inspire students and are mere conduits for passing information or for passive learning. I believe that a good lecturer brings along his/her own perspective on the filed of expertise, something impossible to find in textbooks. Textbooks are generally out of date, and here the active researcher (lecturer) can stimulate and inspire students by bringing them up-to-date with the most current development in the field. It does require a certain amount of passion and a scholarly mind, but if done well the crosstalk between research and teaching makes the lecture most rewarding, resourceful, and stimulating for the students(2) . I see exactly the same role for the mentor supervising research students in the lab, where a personal perspective on the subject in question could be dealt with on a one-to-one basis. Thus the role of a good teacher (lecturer and mentor) in my opinion is not to pass factual bits of information, but to transform this knowledge using his/her perspective on the topic, which is bound to spark students interest and inspire them to self-directed learning(3) . However, in order to accomplish that, it is imperative that the lecturer is connected to his class. This connection is absolutely essential for communication, for exchange of ideas, for nurturing passion, for stimulating inquisitiveness, and for honing analytical skills. This in itself could be an arduous task in large classroom settings, however, I have very successfully used a few tips to keep students engaged and connected during my lectures. Firstly, I make a point not to stand behind the podium. Instead I walk in front of the students, making use of every opportunity to engage them and allow them to be part of the learning process. Though challenging in a large classroom setting, I tend to address this by taking a short pause after every 15-20 minutes of talking and using that time to involve the students by discussing a question or two, raised by a student at the completion of the previous lecture. Thus a particular students query becomes a whole-class issue, which helps to converge and focus the group to a common theme. I feel that the students feel more relaxed that way, and get ready for another few minutes of lecturing on the subject at hand(4). Second, I rely a lot on light humor in the class to make the process of learning a fun exercise. This to me is an essential ingredient and if done well, keeping in view the sensitivities of the group, makes the sessions less formal, more enjoyable, and something that the students look forward to(5). Third, I do make a point to identify a few people by their names during the lecture. This may sound trivial, however, in my experience is a great way to convey to the students that they are not mere audience sitting through a performance, but that the process is personalized and that they are active participants rather than passive listeners. Fourth, as the opportunities are still limited for a one-on-one discussion during a large lecture session, I do make it a point to spare time for the students after the lecture for addressing any questions on the topic(6). In addition, students are welcome to send queries and concerns via email or IVLE. I have made it a practice to ask students to make an attempt to answer their own queries, however off the line they might seem to them. I go through their explanations and provide them with my version. This exercise allows students to feel that they made an active contribution to solving their own problem(s) rather than waiting for being spoon-fed. In my opinion, this nurtures self-motivated learning, independent thinking, and problem-solving skills. Although, I have an effective method of lecturing in a large class and generally students seem to enjoy my lecturing style(7), I feel that I also have a real strength in small group teaching. I really enjoy interacting with students on a one-on-one level, challenging them, motivating them to think beyond the realms of the textbooks, and encouraging them to self-directed learning(8). My tutorial sessions are not stand up lectures, but an interactive session involving each and every member of the group. Difficult concepts are dealt with in detail in a discussion format with the help of students(9), rather than bombarding them with information. However, I must confess that I am at my best and most enthusiastic in the PBL setting. This is where I let my students develop a sense of belonging to a group, learn to trust each other as they acquire knowledge from their colleagues, nurture innovative/imaginative thinking, and generate interest in the subject by setting challenges for ourselves. This makes the sessions less stressful for the students, allows them to start communicating with each other, and develops a sense of belief in themselves and their ability to self-directed acquisition of knowledge(10). The overall goal is to develop a confident self-motivated learner who would rather learn by challenging concepts than by memorizing information without intelligent reasoning(11). II. Versatility as Strength: Another important gauge of an effective knowledge giver is the ability to communicate with students from different levels at different frequencies. The demands and expectations vary tremendously from students in the first year of university all the way to the graduate level. Whereas the basic principle or psychology of teaching could still remain unchanged, the methodology has to be tailored to cater to the needs and levels of the students. This basically implies that inculcating creativity, critical thinking and self-directed learning still remain the basic principles, however the means to achieving them would definitely be different from a 2000 level module to a 5000 level course. One could still be an effective and caring teacher at a particular level, however if a teacher is able to tune up or tune down his message in line with the level of the class he becomes a versatile resource for students at any level. This resourcefulness is not only limited to his ability to challenge students differently at different levels, but also provides him with the opportunity to develop a special bond with his students, which reciprocally allows the students to feel that he understands their needs and has their better interests at heart. I strongly feel that one of my strong points, as a teacher is the ability to effectively teach at any level. I have been teaching courses to first year medical students, first year dental and pharmacy students, third year science students, fourth year science students, graduate students, and post-graduate students. As I have indicated in the footnotes (excerpts taken from on-line student feedback) students at all levels are generally very positive about my teaching methodology and skills. My students comments reflect their feelings that my role is not limited to the classroom. They do feel that in addition to imparting knowledge, I do care about their development and push them to critically think and become active learners(12). Indeed, it is gratifying to read a comment made by one of the students taking my graduate module (MDG5101/2003-04) and I quote: He is very dynamic and knows how to teach a mixed breed of students..to bring engineers and biologists at par in their understanding of a difficult subject by starting from the basics and going very deep to bring the students knowledge at par with anyone in field is commendableI knew nothing about the subject, had no prior courses on it, but I was encouraged and helped by his lectures to learn and now I am at par with the current knowledge on the subjectand am even tempted to take it up as a careerI regard him as the best teacher I have faced in NUS-he should be teaching a few lecturers on how to teachthank you sir, you have been an inspiration Not only have I been versatile at teaching at different levels, but also in the ability to teach a diverse set of topics with the same level of commitment and effectiveness. Although my area of research expertise is cancer biology/immunology and apoptosis, I have been involved in teaching courses in Neuro-muscular Physiology [1st year medical (MD1130), dental (DY103) and pharmacy (PR1907)] Autonomic Nervous System [undergraduate medical (MD103), dental (DY103) and pharmacy (PR1907) and post-grad dental], Disease Physiology (PY3103; 3rd year Science), Cell Signaling (PY3101;3rd year Science), T Cell Development and Function (PY 4013;Honors module), Apoptosis (BY 4216; Honors module), Tumor Biology (LSM4243; Honors module) and Advanced Cell Biology (MD5101;graduate module). In each of these course modules I have received very positive feedback from my students as is indicated in the on-line teaching evaluation done by the students (copies included for reference). I hope to continue to serve not only as a useful resource, but also as a mentor to my students during these critical years of their development to ensure that they remain on track to become self-confident, honest, and broad-minded members of the society. In my opinion, that should be the ultimate goal of any committed teacher, irrespective of the discipline or the subject that he/she teaches. Only then good teachers of today can contribute to an honest and strong nation of tomorrow. In my capacity as a research supervisor, I have also had the opportunity to interact with research students at all levels. I have taken students who have never had any prior experience of laboratory work (UROPS) or those in their Honors year, and at the post-graduate level (M.Sc/Ph.D). My philosophy here is again to build up long-term relationships with students so that I could continue to supervise their career development. I do that by providing an environment for my students that keeps them motivated enough to want to return and work with me. The idea is to take students under the UROPS program, patiently work with them to acclimatize them with the laboratory environment, and hope that they had a pleasant experience to return to take another UROPS project or if in their final year choose to do their Honor project under my supervision. Here again I work closely with them to keep them motivated in the hope that they will develop the passion for science and get into the graduate program. I think I have been able to create a harmonious unit by enabling students to respect each others opinions and at the same time be ready to accept constructive criticism. I strive hard to set the example for my students and laboratory staff by practicing the policy of mutual respect and sense of responsibility. I cite here a few examples to reflect my philosophy of developing long-term relationships with students and the quality of research supervision (post graduation employment): Dr. Jayshree L. Hirpara was awarded the MSc degree in 2000 and is currently working as a Research Fellow in the department of Physiology. Dr. Sanaul Haq Chawdhury was awarded M.Sc degree in 2003 and joined Johns Hopkins Singapore as a Research Associate. Dr. Kashif Adil Ahmad finished his Ph.D. in 2004 and was awarded the Chua Toh Memorial gold medal for the best thesis in biological sciences. He is currently an Associate Professor in the University of Minnesota, Minneapolis, USA. Sun Yu defended her PhD in 2005 and was involved in a joint program with Karolinska Institute, Stockholm, Sweden. She is currently doing a post-doctoral fellowship in Buffalo, NY, USA. Poh Tze Wei received her Ph.D. in 2006 and is currently a post-doctoral fellow in Mayo Clinic, Phoenix, AZ, USA Ismail M. Hanif (ASTAR scholar) finished his PhD work in 2008 and has been working as a post-doctoral fellow at an ASTAR institute. He was conferred in July 2009. Zhi Xiong Chen (NGS scholar) has submitted his PhD thesis and has already been accepted as a post-doctoral fellow at the Karolinska Institutet, Stcokholm, Sweden. He is also the recipient of the NUS post-doctoral research fellowship. Dr. Sufyan Akram was a postdoctoral fellow under my supervision and since finishing his fellowship is working as a lecturer at the International Medical College, Kuala Lumpur, Malaysia Footnotes: 1. He explains concepts from pictures; Good at explaining concepts; Clear explanations; Interesting illustrations on certain concepts; Full of knowledge-Excerpts from the on-line student feedback on Module PR1907, 2000/2001 He is lively during class and explains the concepts very well. He does not flood students with piles of notes to read. Instead, he just sure that we read certain literature and articles related to the topics; Hes knowledgeable-Excerpts from the on-line student feedback on module PY3101, 2000/2001 He is very sure of his concepts and teaches well-Excerpt from the on-line student feedback on module PY3103, 2000/2001 2. Informative. Gives us many updated knowledge on apoptosis. The class is vivid Hes able to relate the topic with application to research. Lectures are based on latest reviews and bring us up to date with current trends. Excerpt from the on-line student feedback on module MDG5101, 2003/2004. he speaks very clearly and knows a lot about his subject. The best physiology lecturer of the 3 .and his keen interest in what he teaches makes the subject more interesting. Excerpt from the on-line student feedback on module PY1105, 2003/2004 (Sem1) 3. One of the best professors I have ever had in all my studies. Knowlegeable, friendly, excellent command of material, and a master orator. Couldnt manage to not learn in his class no matter how hard I tried. The best example of a fine biology professor at NUS. gave me a clear idea of the topic which I was not familiar with. Lectures were interesting and fun and very interactive really aroused my interest in the topic by providing a journey by talking us through-such a nice introduction packed with a very interesting historical perspective-along with the current research and researchers in the field of apoptosis-all this topped with clinical implications of such research Excerpt from the on-line student feedback on module MDG5101, 2003/2004 (Sem 2). 4. He carries out the lecture in a very free and easy fashion that the students feel free to raise their opinion s and ask questions. He makes the atmosphere light and non-threatening Excerpt from on-line student feedback on module LSM42433, 2003/2004 Interactive teaching. Enhances a boring topic with lively use of words and examples, enables students with no strong background to understand the topic effectively by not using jargon Excerpt from on-line student feedback on module MDG5101, 2003/04 5. I enjoyed his lectures and he has a good sense of humor Delivers lectures with a sense of humor to keep students interested and awake Lectures were interesting and fun and very interactive Professor Pervaiz is one of the most interesting teachers I have ever met, he is very humorous but at the same time I learnt a lot. Although my research is not in this direction, I think I benefit a lot from his teaching in thinking pattern and ability to analyze Excerpt from on-line student feedback on module MDG5101, 2003/04. He is very humorous and able to stimulate interest in his students Excerpt from on-line student feedback on module PY1105, 2003/04. Humor, knowledgeable 6. Extremely knowledgeable and very approachable. Knows his work very well. Great charisma. A job well done-Excerpt from on-line student feedback on module PY3103, 2000/2001. .A very approachable lecturer LSM4243, 2003/04. .helped us even after class. MDG5101, 2003/04. -Very interesting lectures. Approachable. PY1105, 2003/04 Approachable; Prof Pervaiz is very patient and always willing to answer any questions outside lesson time-Excerpts from on-line student feedback on module MD1002, 2000/2001 7. A very attractive