Outcome Based Education Reflection Essay

The teachers I have had in the past who stand out in my memory have some attributes in common: they presented their subjects with clarified principles and applications, put knowledge into context and real situations, delivered information in an apparent and simplified fashion and demonstrated how experimental observations could be formulated into hypotheses. These role models have influenced my approach to teaching. My teaching philosophy is to vision myself as a facilitator with flexibility, rather than an expert who merely delivers factual concepts that require memorization. I am a faithful believer in personal contact, which is viewed as the most effective means of teaching. I am also a devoted follower of self-enrichment, which is deemed

This has offered me, as an educationalist, an opportunity to re-evaluate the critical needs of modern-day education with dynamic changes in societal patterns. I was honored to be given the chance to establish the initial sets of ILOs for the former Biochemistry Program as well as the latter Biochemistry and Cell Biology (BCB) Program in accordance with the School of Science. I have been actively working with the OBE team from the School to design questionnaires and Graduate Record Examinations (GRE) questions to evaluate the established program intended learning outcomes (PILOs) as well as to determine appropriate timelines for assessments. Continuous inputs are well-received by all members of the OBE team. Perhaps, it is appropriate at this point to also mention that I have been the designated writer for the departmental annual report and therefore have been actively involved in the analysis of the annual Student Engagement and Satisfaction Questionnaire (SESQ) for the former Biochemistry program. I value feedback from our very own graduates from whom our programs are able to undergo gradual phases of