Michigan State University is fortunate to have passionate educators who are committed to enhancing the experience of their students and who help to provide the best education possible.
The Graduate School is featuring some of these educators – graduate and postdoc educators – every month to share their unique stories and perspectives on what it means to be a dedicated educator, how they’ve overcome educational challenges, and the ways they have grown through their experiences.
For January 2025, we are featuring Garam Lee, a doctoral student in Educational Psychology and Educational Technology. In her writeup, Garam shares three principles that guide her approach to teaching.
What does it mean to be an educator at a university?
I believe education is not just about transferring knowledge – it is a transformative journey that empowers individuals to discover their potential, align their goals with their values, and contribute meaningfully to the world.
For many students, entering higher education marks a pivotal stage in their lives. Whether they are traditional or non-traditional learners, this experience often prompts them to confront profound questions: Who am I? What do I want to achieve in life? How can I make an impact?
As an educator at a university, I see my role as a guide, helping students explore these questions while equipping them with the tools they need to lead purposeful and impactful lives. I strive to serve as a catalyst for their growth, inspiring them to become well-rounded individuals prepared to navigate life’s complexities both within and beyond the classroom.
To help students grow into the best versions of themselves, I center my teaching philosophy on fostering curiosity, inclusivity, and real-world relevance. Through inquiry-based learning, I encourage students to think critically and engage deeply with course material. I use culturally responsive pedagogy to create a welcoming and affirming classroom environment where all students feel valued.
I integrate discussions about real-world applications that connect academic concepts to practical challenges, helping students see the relevance of their education to their personal, professional, and societal needs. This combination ensures that learning is not just informative but transformative, empowering students to take ownership of their education and equipping them with the confidence to make meaningful impacts in their communities and beyond.
Challenges you have experienced and how you have grown from these?
One of the greatest challenges I’ve encountered as a university educator is fostering a classroom environment that not only celebrates diversity but also actively encourages students from different backgrounds to engage meaningfully with one another. While some believe that simply being in a diverse environment will naturally lead to intercultural competence and deeper learning, my experience has shown otherwise.
Classrooms are often diverse, but students tend to stay within their comfort zones, engaging primarily with peers whose experiences mirror their own. In some cases, students struggle to communicate across cultural or experiential differences, which limits both their engagement and the richness of classroom discussions. I realized that fostering an inclusive and dynamic classroom requires more than simply grouping diverse students or encouraging participation.
Initially, I implemented strategies to help students recognize their assumptions and biases and understand how these could create communication barriers. While this helped raise awareness, it didn’t fully resolve the issue. For instance, I included a peer feedback component in group projects to encourage open dialogue, but students were hesitant to provide honest insights. This reluctance largely stemmed from a fear of conflict, which ultimately limited the effectiveness of the feedback process.
I learned that building trust among students is essential to addressing these challenges, which is why I introduced anonymous feedback mechanisms early in the semester to gain insight into classroom dynamics and concerns. Using this input, I made targeted, deliberate adjustments, such as incorporating well-planned icebreaker activities to highlight shared values and providing explicit guidance on navigating differences within group settings. These changes resulted in noticeable improvements – students became more comfortable expressing their ideas, and the quality of their collaborative work increased.
This experience taught me the importance of practicing patience and adaptability. Challenges like these often require sustained effort and iterative solutions rather than quick fixes. I also learned that fostering inclusivity isn’t just about addressing visible diversity – it’s about bridging the nuanced gaps in understanding that can significantly impact student engagement and collaboration.
What value do you see in teaching professional development?
Teaching is a dynamic, ever-evolving craft that requires ongoing growth and adaptability. While many graduate students begin teaching with minimal formal training, even seasoned educators recognize the importance of ongoing learning and professional development. Effective teaching is not just about delivering information; it requires understanding students’ diverse needs, managing classroom dynamics, and responding to the rapidly changing demands of society.
Professional development provides the tools, frameworks, and support necessary to refine these skills and navigate new challenges with confidence. One of the most valuable aspects is its ability to bridge the gap between theory and practice. At MSU, I’ve benefited greatly from the wealth of teaching resources available, including workshops, webinars, and initiatives offered through the Graduate School and individual departments.
For instance, I’ve attended workshops provided by the Graduate Educator Advancement & Teaching (GREAT) Office on facilitating discussions after complex sociopolitical events – a recurring challenge in today’s classrooms. These sessions offered valuable strategies for fostering inclusive dialogues, but I quickly realized that true growth happens through continuous effort and practical application.
Effectively applying these strategies required adapting them to the specific nuances of each situation. Some events, like political polarization, demand framing discussions with empathy, while others, such as traumatic global crises, call for heightened sensitivity and care. This experience taught me that professional development is not a one-time solution –it’s an iterative process of reflection, practice, and adjustment.
What is one piece of advice you would give other graduate educators?
I view teaching as a journey of growth rather than a pursuit of perfection, and I believe the most effective educators are those who embrace learning alongside their students. With this perspective in mind, I’d like to share three guiding principles that I continually reflect on, which might be helpful for others to also consider:
First, let’s seek inspiration from role models – and reverse role models. Reflecting on both positive and negative examples can be invaluable. By observing how experienced educators foster engagement and learning, we can adopt techniques that align with our teaching styles. Equally important, let’s learn from approaches that fall short and use those observations to refine our teaching philosophies.
Second, we need to remember that teaching skills develop over time. The educators we are today will not be the educators we will become a year from now – or even a semester from now. Let’s embrace opportunities for development through workshops, mentorship, and reflection. At the same time, let’s not feel discouraged when teaching doesn’t go as planned. While trial and error can be challenging, every attempt – successful or not – is an essential step in the journey of growth.
Finally, since teaching is an iterative process, let’s prioritize assessing our practices and seeking meaningful feedback to refine them. While attending workshops or trying new strategies is important, evaluating their impact is just as critical. This can involve gathering student feedback through surveys or reflections, analyzing classroom dynamics, or collaborating with peers and mentors to evaluate and enhance our method. By reflecting on feedback and making intentional adjustments, we can ensure that our approaches evolve in ways that effectively meet students’ needs.
What do you enjoy in your free time?
On days when I spend hours at my desk without speaking a single word, opera or classical singing becomes my way to break the silence and reconnect with my body. It’s an art form that engages the entire body, requiring the strategic movement of muscles, making it both invigorating and grounding. This is one reason I chose to move to a single-family house – so I could sing my heart out without worrying about disturbing anyone.
I also love creating with my hands, whether through crafting, sewing, or baking. Crafting and sewing allow me to embrace my playful side and create something tangible, offering a refreshing contrast to the abstract nature of academic work. Gardening is another passion of mine, and I’m particularly fond of hydrangeas, sunflowers, and daisies. I also truly enjoy pulling weeds; however, not all are unwelcome in my yard. One of my favorites is wild violet, which produces beautiful purple flowers in the spring. Even better, you can use its petals to make pink lemonade.
What non-academic book are you currently reading or is a favorite?
A book I am revisiting right now is “The Gifts of Imperfection” by Brené Brown. As someone who has long struggled with perfectionism, one of my biggest takeaways from the book is the idea that imperfection is not a failure but an opportunity for growth and connection. Dr. Brown emphasizes the power of vulnerability, describing it as the birthplace of courage and creativity.
I learned to embrace this by admitting when I didn’t have a perfect answer and turning those moments into opportunities for collaborative learning. I might say, “That’s a great question – I don’t know the full answer right now, but let’s look into it together.” This shift has not only made me more approachable to my students but has also empowered them to see their own imperfections as integral to the learning process.
While this book might not fully qualify as a traditional non-academic read because of its research foundation, I thought it would be valuable to share. Many of us wrestle with perfectionist tendencies, and Dr. Brown’s insights offer a powerful way to dismantle these patterns. By letting go of the need for perfection and embracing the courage to be imperfect, we create space for growth, creativity, and connection in all areas of life.
