My concepts of experience and education have an intricate tie to the work of John Dewey, one of the greatest educational theorists, that is on the notion about thinking is inquiry, inquiry is life and life is education.  My ways of teaching is hence much inspired by Dewey’s work while drawing a balance in my understanding of the importance of students’ expected performance that translated into outcome-based education with criteria-focused assessments and the associated rubrics.  Adopting the constructivist approach, I am an advocate for students’ active learning and experiential understanding. Given my post-graduate work in curriculum and education, I also came to appreciate teachers as learners and learners as teachers with my ongoing reflection upon how to better students’ learning through their perceived relevance and meaningfulness. In the students’ journey through their university education, there is a need for more time and space for students to think, in the forms of problem-solving, critical and creative thinking, asking questions and reflecting from their experience.  As they reflect and learn from their experience, they will come to understand more about themselves, about others and their environment. To nurture the students as independent thinkers with openness, being mindful about their assumptions, biases and as interdependent team players with sensitivity, respect and integrity is part of what I believe.  Making use of technology and an emphasis of intercultural learning in my teaching and learning is an area of my ongoing endeavors.