It is the supreme art of the teacher to awaken joy in creative expression and knowledge. (Albert Einstein)

Throughout my PhD studies, I actively participated in collaborative projects, serving in various roles such as team member, organizer, co-organizer, fund-raiser, and tutor across different schools in the Edinburgh College of Art (ECA) since 2015. My engagement spanned both research and practice, allowing me to explore diverse methodologies and approaches in addressing value constellation within data-driven innovations. Starting in 2018, I took on the role of teaching two groups in the Master's course "Design with Data" and supervised a group in another Master's course, "Digital Media Studio Project." Additionally, I co-organized the DataVisFest workshop, the [Digital Practices] Symposium in the School of Architecture and Landscape Architecture, and a workshop titled "[3D Blockchain]" as part of the Creative Learning Festival. These activities were meticulously planned, reflected upon, and recorded, contributing to a comprehensive understanding, analysis, and examination of values within digital economies and data-driven societies.

Reflecting on my experiences in both teaching and research, I encountered challenges that fueled my commitment to continuous improvement. As a tutor, guiding students in translating their data into a narrative that addresses design problems proved to be a nuanced challenge. Simultaneously, as a researcher, I grappled with technical, social, and ethical dilemmas, including issues of vulnerability, interpretation, and precision in designing with data. These challenges serve as the foundation for my desire to further develop strategies in these areas.

Moving forward in my career post-PhD, both in teaching and research, my primary focus revolves around addressing the following questions:

1. Bridging Research, Education, and Practice: How can we seamlessly connect the realms of research, education, and practice by emphasizing both process and values? This question is at the core of my endeavors, aiming to create synergies that enhance the impact of these three crucial areas.

2. Narratives in Contemporary Digital Humanities: How can we define and formulate narratives that are grounded in the pivotal role of data in contemporary digital humanities? This inquiry propels my exploration into the dynamic intersection of storytelling and data in the rapidly evolving landscape of digital humanities.

During the early stages of my career as a tutor, my focus cantered on guiding students in the development of their concepts using technical design software, notably Rhino and Grasshopper. I began by teaching parametric algorithms as part of the Design Studio 3, an undergraduate course at the School of Architecture and Landscape Architecture. In my second year of teaching, I co-tutored Architecture Design Studio 3, taking on a more involved role in students' coursework, design development, prototyping, and the design of final exhibitions.

As a contracted tutor, I systematically recorded and developed effective tutoring methods by incorporating top-down, bottom-up, and practice-led schemes. These strategies were shaped by my teaching experiences, research, observations of experienced tutors, consultations with professional tutors and lecturers across different schools in the Edinburgh College of Art, and studying official teaching documents from the University of Edinburgh. My success in working with students from diverse demographic and academic backgrounds across the Edinburgh College of Art reflects my enthusiastic dedication to teaching, learning, and fostering positive interactions with staff and students.

I have employed various communication methods to engage students, utilizing platforms like Learn, Slack, and Facebook to create closed groups for streamlined interactions. Recognizing the importance of integrating coursework into students' daily routines, I observed increased involvement and integration with the course. Post-tutorial, I ensured clear communication by providing brief summaries and expectations through email and social media links. I encouraged active participation, note-taking, and referred students to diverse references in different media formats, recognizing that learning preferences vary among students.

My commitment to student success is evident in the positive reviews received from students in all the courses I have taught, and I was referenced in the final submissions of the Architecture Design Studio 3 in 2017. To further enhance the learning experience, I meticulously documented issues, concerns, opportunities, and potential ideas in each course. I have also applied for the Higher Education Academy (HEA) Fellowship, underscoring my commitment to continuous improvement in teaching practices.

My teaching philosophy, evolving through tutoring experiences, workshops, conferences, competitions, and collaborations, emphasizes a student-focused approach. I create supportive and encouraging environments where students learn by doing, developing their skillsets and methods for future careers in academia and practice. Key elements in maintaining such environments include:

1. Providing students with sufficient learning material and engaging them in critical design thinking.

2. Fostering enriched dialogue through round-the-table discussions, brainstorming, and students' self-assessment.

3. Promoting learning-by-doing and team working schemes, incorporating prototyping and multi-layer stages of problem-solving.

4. Encouraging interdisciplinary and cross-disciplinary approaches, collaborations, and involvement in academic events across the university.

5. Emphasizing contribution to knowledge, practice, and the subject of study through narrative-based design thinking.

6. Expanding the scopes of the course beyond coursework, introducing platforms for sharing and exploring critical approaches in design and research, such as competitions, residencies, and collaborative workshops and events.

In my role as project supervisor, I have developed project briefs for courses and designed weblogs for effective communication, tracking progress, and managing submissions. More information about specific courses I have taught, including Architectural Design Studio 3, Design with Data, and Digital Media Studio Project, can be found in the provided links.