Statement of Teaching Philosophy
Like many good things, my interest in engineering started in childhood. My dad was an auto electrician. I grew up being my dad’s ‘wrench boy’ and that jump-started my interest in engineering. There was no looking back I knew what I wanted to be when I grew up. Soon after completing high school I toyed with the idea of enrolling in pharmacy school before settling up for my childhood dream: I enrolled to study for a Bachelor’s degree in Mechanical engineering. I later got a master’s in industrial & systems engineering, and currently completing a doctorate in Industrial & Systems Engineering with a concentration in occupational safety & ergonomics.
My interest in teaching started in my second year of undergraduate studies. I was taking my first course in materials science taught by someone who I thought at that young age embodied and exemplified the beauty of teaching. My material science professor was Dr. Kamau Gachigi. After seeing his enthusiasm, passion and commitment to teaching, I knew that I not only wanted to be an engineer, but an engineering educator. During this time I also met Dr. John Onyari who not only taught me what being a teacher and mentor meant, but lived it. From these two mentors, it dawned on me that teaching is a calling, and i too had been called to teach.
Teaching I believe, calls for a genuine interest in people. My primary goal in any class is just not teaching, but getting to know my students not just by their names, but by their goals and aspirations. Knowing my students helps me become a better teacher and mentor. It’s much easier to impart knowledge when there is mutual respect and trust. I consider teaching a calling that requires not only passion but commitment too . My commitment to spirituality helps me address the deep yearning evident amongst today’s youths.
I have assisted in teaching undergraduate level courses in engineering economics and manufacturing systems engineering. From my experience with these two classes, I believe in treating students as equals in the learning process, I use the questions and the many different viewpoints from students not only as a learning opportunity, but also as a way of expanding my knowledge in the subject. I believe in comparing perspectives rather than just students listening passively, especially in human factors and ergonomics classes where different ways of looking at problems are vital.
My training has prepared and equipped me to teach the following courses:
· Ergonomics (Undergraduate and Graduate level)
· Human Factors Engineering (Graduate level)
· Engineering Economics (Undergraduate Level)
· Manufacturing Systems Engineering (Undergraduate level)
