Harry Sha and Pan Chen (Photos: supplied)
For Harry Sha, exceptional teaching means inspiring lasting curiosity. For Pan Chen, it’s about helping students learn in ways that go beyond simply absorbing course content. Though their definitions differ, both University of Toronto computer science PhD candidates share a commitment to creating meaningful learning experiences.
Those efforts have earned Sha and Chen the inaugural Department of Computer Science Graduate Teaching Award. The award recognizes two DCS graduate students who demonstrate exemplary teaching during the academic year.
“It’s such an honour to receive this award,” says Sha, who will join DCS as an assistant professor, teaching stream, this fall. “I think about teaching a lot, and I’m passionate about my work, my students and spreading my passion for computer science. So, I’m really happy to be recognized for my efforts.”
Chen says the award has created an opportunity not only to reflect on his teaching journey and the impact he had on students but also to consider his future.
“I really appreciate being recognized,” he says. “It motivates me to think about whether teaching is something to consider after I graduate.”
Bringing theory to life
Sha discovered a passion for teaching while working as an undergraduate teaching assistant. After he taught artificial intelligence to high school students over the summer, he continued to pursue teaching opportunities during his PhD.
Over the past four years, Sha has served as an instructor for courses such as Introduction to Computer Programming and Introduction to the Theory of Computation.
But it was while teaching the third-year course Algorithm Design, Analysis, and Complexity that Sha introduced a standout innovation. He created Jupyter notebooks that allow students to implement, test and compare algorithms discussed in class — transforming abstract concepts into hands-on learning.
“Students who are more practically minded don’t always see the value of theoretical material right away,” he says. “My goal was to show them that what they’re learning can solve real problems and to help students see the material in a new way.”
Building better learning environments
While Sha focused on helping students connect theory to practice, Chen’s innovations centred on creating environments where students could contribute and grow.
For Programming on the Web, for example, he developed a hacker-style assignment that teaches students to identify software vulnerabilities. In the Software Design course, meanwhile, he created a peer-feedback system and a grading-consistency tool to improve collaboration and transparency.
A U of T bachelor of science graduate himself, Chen says his teaching innovations are shaped by his experiences as a student and by his years as a teaching assistant and instructor. Those roles gave him a front-row seat to the challenges students face, particularly when they work in teams.
“I would sometimes see students who were shy and not sure how to contribute, and they might not gain as much from the project as a result,” he says. “The peer-feedback system is anonymous, so students are more comfortable sharing constructive feedback. I want to make sure everyone has an equal opportunity to contribute, and I want students to learn how to give and receive feedback. Those are important skills for any career.”
Sha and Chen will receive their award in November.