Since 2011, Parthajit Mukherjee has been a TA and lab demonstrator for BCHM 3P01 Metabolic Biochemistry, a third-year undergraduate course that focuses on the energetics of various biochemical reactions operating in the human body.
He has also been a TA and lab demonstrator for several other courses including BIOL 2F01 Principles of Molecular and Cellular Biology, BIOL 2P02 Introduction to Molecular Biology, and BTEC 3P09 Bioreactor Processes.
He developed his teaching philosophy while completing his PhD degree in Biotechnology at Brock.
“Under the supervision of several veteran and young professors, I learned the tools of the trade and the value of hard work and perseverance,” he says “Getting involved in this profession, while being a student myself, made me realize that teaching and learning are two sides of the same coin. One cannot exist without the other. Therefore the journey towards becoming a good teacher starts by becoming an avid learner of the concepts that one desires to teach.”
Parthajit has an organized, patient and passionate approach to teaching. He offers advice and suggestions for making the course and instruction better, participates in the creation of evaluative tools and offers extensive, detailed feedback to students
Testimonials
“Parthajit has been integral to my learning as an undergraduate student. His evaluations as a TA were always fair. When marking laboratory reports, he would provide insightful comments and critiques. It was evident that he took the time to learn students’ gaps in understanding and tried to offer advice to facilitate improvement in students’ writing ability. Moreover, he is always trying to make the student experience better.”
“Parthajit is a knowledgeable and enthusiastic teaching assistant, and he has a excellent rapport with his students. He truly values the education process and continues to improve his teaching abilities by participating in workshops and attending seminars.”
“Parthajit creates a positive and welcoming learning environment that foster understanding…. He constantly had our best interests in mind. He was nonjudgmental and compassionate, and as a result, his students were able to feel comfortable asking questions …”