Teaching

01/06/2012

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Goals and Methodology

Teaching is an important activity in our society. Although rapidly developing technologies have produced many new methods, teaching -- a profession with a long history -- is still at the center of transferring knowledge from one person to many others. In fact, teaching has become even more important because people have to learn so much more information, and master much more finely defined classes of disciplines than before.

I enjoy teaching because my knowledge gets passed on, and my students will no longer be ignorant in that subject matter. This feeling is probably the best gift to a teacher, including me.

I view teaching as a communication of knowledge and ideas between the teacher and students. A successful teaching session needs careful thinking, imaginative designing, clear presentation, and frequent evaluation and updating. Therefore, I make the course structure, content and requirements very clear, so students know what they will learn from the courses. At the beginning of the course, I also provide students with a clear and comprehensive course syllabus, requirements, and evaluation metrics.

I believe that the communication in teaching is bidirectional. It is important that the teacher put his/her knowledge forward in the communication process, but it is equally -- if not more -- important, that students should contribute their knowledge and ideas to the process as well. Students are strongly encouraged in my courses to actively participate in the course delivery. Before each class, students are asked to put their notes about the readings online for me and other students to examine, some of their reading questions will be incorporated into the class content to be discussed during the session. Students are also encouraged to submit one content topic that they feel they did not understand. This so called "muddiest point" is discussed in the next class. Students are also required to answer each other's questions on Courseweb. All these requirements and interactions help students to more actively participate in my courses.

I believe that theories and practical knowledge are both important in the learning process. Theories provide guidance and processed knowledge about a domain or a discipline. On the other hand, practical experience helps students to convert abstract concepts and rules into concrete skills, thus developing their own knowledge about the domain and the discipline. This is why I always incorporate a hands-on project in my classes where students have to learn how to find a practical solution to a real-life problem.

I encourage students to develop social and team collaboration skills in my classes. Under the current social and technological environment, it is unrealistic for students to believe that they can solve their problems all by themselves. The skills of negotiation and collaboration are just as important as their knowledge of the domain and the discipline. When it is possible, I always incorporate a group term project as part of the course design. Through working as a team, students learn to collaborate and to negotiate. Also, they can develop much larger and more realistic projects than they can undertake as individuals.

I believe strongly in the power of mentoring in the learning process. I benefited a great deal from excellent mentoring during my studies and my post-doctoral training. I actively encourage students, especially doctoral students, to engage in my research projects as early as possible in their studies. I meet with them regularly in both individual and group settings. I always strongly encourage them to publish their research achievements, and I make sure that I provide adequate and sensible help in their publication efforts. Most of my publications are authored with a student, and almost all my doctoral students have at least one publication so far.

Like other practitioners in the field, my basic philosophy of teaching is evolving along with my expanding understanding of the teaching/learning process. At the same time, like my research areas, the courses that I teach are greatly affected by the rapid research and commercial developments in these fields. Therefore, I update the course materials each time that I offer each of the courses. I enjoy this challenge, and view this as a sign of my ability to adapt to the new developments in technology. My continual evolution as a teacher demonstrates my pro-active attitude towards our profession as educators.

Courses

INFOSCI2140 Information Storage and Retrieval

(Current as of: 01/06/2012)

This course offers an examination of problems and techniques related to storing and accessing unstructured information with an emphasis on textual information. Overview of several approaches to information access with a primary focus on search-based information access. Covers automated retrieval system design, content analysis, retrieval models, result presentation, and system evaluation. Examines applications of retrieval techniques on the Web, in multimedia and multilingual environments, and in text classification and event tracking.

Prerequisites: introduction to logic and statistical analysis, familiarity with a high-level programming language)

Taught in Spring 2008,2009,2010,2011,2012

LIS2002 Retrieving Information

(Current as of: 01/30/2007)

This course provides overview of information retrieval (IR) and human computer interaction processes, ranging from creating information resources to delivery of information to the information seeker. The content of the course includes an introduction to the logical concepts and tactics relevant to online searching, including bibliographic databases and internet search engines. In addition, the course includes exercises relating to the formulation, conduct, and evaluation of database searches; the examination of theories and practices bearing on an understanding of information seekers and their needs; and a review of the basic processes in the management of online information services. Required for all MLIS students except students declared in the Archives & Records Management Specialization.

Taught in Spring 2007,2008, Fall 2006

LIS2600 Introduction to Information Technology

(Current as of: 08/28/2009)

Information technologies primer: computers and key applications; networking and Internet applications; implications of future technological developments on libraries; web page authoring; use of Internet and networks to deliver library services; graphics and multimedia applications. Required for ALL MLIS students.

Taught in Spring 2007, Fall 2007, 2008,2009,2010,2011

LIS2670 Digital Library

(Current as of: 08/29/2009)

This course offers an examination of the conditions and factors influencing the development of digital library services, focusing largely on technological and socioeconomic issues. The course aims to develop a broad understanding of digital libraries, including: basic concepts, types of digital content, factors in the creation and organization of digital libraries, underlying technologies, the emerging importance of context, ensuring access, preserving digital content, and management of digital library resources.  The course will include the development of theoretical knowledge and a practical understanding of digital libraries.

Taught in Spring 2005,2006, Fall 2005, 2006, 2007, 2008, 2009,2010,2011

LIS3600 Doctoral Seminar: Web Information Systems

(Current as of: 08/29/2009)

This course offers an examination of the latest development in the literature of information technology and systems, with the emphasis on Web based information access systems and their corresponding technologies. Dividing the literature into the areas of theoretical foundations, support technologies and real applications, latest published articles are drawn from the three areas to form the pool of readings. Students will be assigned papers from the pool and will lead the discussions about the assigned papers. The course aims to help PhD students to develop a broad understanding of modern Web based information access systems, and to develop skills on literature updates, critical thinking, and scholarly communication.

This course is open only to SIS PhD students.

Taught in Spring 2008,2009, Fall 2009,2010

Courses Taught before

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LIS2680 Database Design and Management, University of Pittsburgh, School of Information Sciences, Taught in Spring 2005, 2006

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LIS690 Information Technology, University of Maryland, College of Information Studies, Fall 2003

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This site was last updated 01/06/2012