Contextual statement

I am a clinical Audiologist and Speech-Language Pathologist with a decade of clinical and research experience. I have had the privilege to work in four different continents, five different countries (UK, USA, Singapore, India, and New Zealand) with diverse cultural populations across various settings such as hospitals, clinics, schools, and universities.

My introductory teaching encounter was limited to clinical supervision of undergraduate and postgraduate Audiology students while testing patients (n = 150 students) and facilitating their clinical competencies.  However, this changed when I moved to the University of Auckland (UOA) in 2011 to pursue my Ph.D.

From 2011 to 2014, I got several tutoring and teaching opportunities in the Faculty of Medical and Health Sciences (FMHS). Most of my learners were Masters in Audiology students’ (15 per semester, 6 hours teaching) and Bio-Medical undergraduate students (100 per semester, 4 hours teaching). This pilot teaching experience motivated me to complete a Post Graduate Certificate in Academic Practice, from the UOA. It helped me to gain insight into theoretical and practical grounding in higher education teaching, research productivity, and academic citizenship.

Since May 2015, I took up a teaching position (0.8 FTE) in the Section of Health Systems, UOA. My predominant teaching responsibility involved coordinating a core, capstone course for Bachelor of Health Science (BHSc) degree called the POPLHLTH 302 – community health placement. This course offers culminating opportunities to year three BHSc students to utilize their knowledge, skills and attributes attained during the BHSc degree and gain transferable skills to be work-ready. This teaching role had two significant dimensions: facilitating work readiness of students enrolled in POPLHLTH 302 course (100 to 120 students per year spread across two semesters) and working with >75 health placement organizations across Auckland to mentor the supervisors, ensure good quality placement, and relationship management. I was also involved as a guest lecturer for other courses in the faculty and the university.

In my role as PTF, I was actively involved in various service roles such as the member of Teaching & Learning Community (TLC), through this I have conducted several workshops for academics and teaching staff about their professional development, use of innovation and technology in enhancing student engagement and curriculum design. I have served on UOA staff advisory committee and staffing committee, member of Higher Education Research and Development Society of Australasia (HERDSA) NZ, HERDSA Officer for professional development of academics, HERDSA 2019 conference organizing committee and Talk about Teaching and Learning (TATAL) lead convener, these roles enabled me to engage with the advancement of higher education, study teaching and learning and contribute towards building stronger academic communities.

From September 2018 to July 2019, I worked as a Senior Lecturer at Auckland University of Technology (AUT) in the Center for Learning and Teaching (CfLAT). This academic adviser’s role opened new horizons for me and my passion for using technology to create meaningful learning environments for students and academics. In this role, I was actively involved in mentoring academics to explore the interplay between technology and teaching, curriculum redesign and mentoring. My passion for creating exceptional learning environments using technology is the motivation behind submitting my CMALT portfolio.

I am currently working as an Associate Professor at Ear Institute, University College London. This academic position is offering me opportunities to continue my passion for teaching as well as clinical research for people with hearing loss and tinnitus.

Investigating learning technologies for territory education needs (students & academics) will be an integral part of my future aspirations too. I believe teaching and learning is an ongoing, multidimensional process, where both teachers and students benefit from the partnership and evolve as they engage in the process of learning. The blended teaching philosophy is closest to my teaching practice and believes (De Boer, 2004). I engage with technology and incorporate innovative videos, online resources to enrich my classroom teaching. I trust that innovation and curriculum design go hand in hand (Bordogna, Fromm, & Ernst, 1993). I have used innovation in technology to carefully develop a curriculum for students and placement supervisors to personalize and self-pace their learning. I value using different types of assessment at multiple time points to capture student learning. I am a firm advocate of strong alignment between the learning objectives of the course, classroom teaching, experiential learning opportunities, and assessment types, to create the most enriching learning environment for students.

I value engagement in the Scholarship of Technology Enabled Learning (SoTEL) to benefit student learning and teaching practice. SoTEL not only gives empirical evidence about the effectiveness of teaching methods but also guide towards innovation in improving student learning (Hutchings & Shulman, 1999).

My personal encounter with the SoTEL over the past decade has changed my cultural views. I now firmly believe that a teacher is not a ‘sage on the stage’ but is a ‘guide on the side’ and if used appropriately technology can be a useful tool to create meaningful learning spaces.


  • Bordogna, J., Fromm, E., & Ernst, E. (1993). Engineering education: Innovation through integration. Journal of Engineering Education, 82(1), 3-8.
  • De Boer, W. F. (2004). Flexibility Support for a changing university. Doctoral dissertation. Faculty of Educational Science and Technology, University of Twente. Enschede, NL: Twente University Press.
  • Hutchings, P., & Shulman, L. S. (1999). The Scholarship of Teaching: New Elaborations, New Developments. Change: The Magazine of Higher Learning, 31(5), 10-15. DOI:10.1080/00091389909604218