Rising Star for Community Service: A Q&A with Alumni Award Winner Dr. Poh Tan – Faculty of Education

Q: What does this recognition mean to you personally and professionally? 

A: Being recognized feels incredibly humbling and gratifying. This recognition validates my efforts and dedication to serving the community through entrepreneurship, stem cell science, and science education.

Reflecting on my life and career, I am reminded of the invaluable support I have received. From my family, who has been my rock, to my mentors who have guided me, and my peers who have collaborated with me, each person has played a crucial role in shaping my path towards this recognition.

Q: As a PhD student, how do you think the Faculty of Education specifically prepared you for your role as a community leader?  

A: The Faculty of Education prepared me by providing a blend of academic rigour, practical experience, and mentorship opportunities. Firstly, the Faculty’s curriculum emphasized contemporary educational theories, pedagogical strategies, and leadership within educational settings, which are critical for community leadership. 

In particular, the program I was in, Educational Theory and Practice – Curriculum & Pedagogy, had courses that explored theories from an interdisciplinary lens that encouraged me to explore different research angles, including community collaboration. Mentors like Drs. Heesoon Bai, Ann Chinnery, Stephen Smith, Celeste Snowber, and David Zandvliet guided my unique inquiry into my latest ideas and collaborative approach to the community. 

In addition to faculty, my peers, whom I have the privilege of working with, helped me expand on my current ideas and establish networks and connections that go beyond SFU and into other international communities. 

Q: What impact do you hope your continued research and work in the community will have on educational practices and policies? 

A: My continued research and community work aim to shape and inform educational practices and policies by integrating diverse perspectives, fostering holistic scientific literacy, and promoting culturally responsive pedagogy. Holistic scientific literacy involves understanding science in a way that includes cultural, emotional, and spiritual dimensions, thereby enriching the learning experience. 

By advocating for diverse methods of learning science, such as laboratory work complemented by cultural practices like hula, I aim to inspire educational transformations that prioritize diversity, inclusivity, and the comprehensive development of learners.