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The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind. -- Kahlil Gibran

My philosophy for technical courses:
      recognizing and overcoming the 'expert blind spots';
      adopting appropriate teaching roles to support the learning goals

 When students leave my technical classes, I want them to have a deep understanding of both the significance and the limitations of the models. My approach to achieving this goal has been heavily influenced by many of my own learning experiences with Professor Mor Harchol-Balter at Carnegie Mellon University. When she introduce stochastic processes, she always shares different views to understand the definitions, and always explains the problems that she encountered when she tried to directly utilize the results in her research. Watching this, I realized one way to meet my teaching goal -- sharing my own trials in fully understanding the models with my students. By doing so, I am not only their instructor, but also their friend, who is willing to share with them his own experience. For example, to cultivate technical acumen, I always try to introduce different ways to view the same model when instructing power systems. Furthermore, I utilize many seemingly true arguments -- questions I raised when I was a graduate student -- to help them clarify their notions, and understand the limitations of the model. This will help to incite students' innovative thinking.