Dr. Reshma graduated from Avalon University School of Medicine. Presently, she is working as a Basic Science faculty of Mind Brain Behavior and a member of the Admission and Curriculum Committee in Avalon University School of Medicine, where she is exposed to enlightened medical education tactics. She is also member of administration team as a student coordinator. Recently she has completed her masters in psychology.

Her philosophy of teaching emphasizes that students are entitled to quality instruction in an active and stimulating learning environment. Students should experience frequent and repeated opportunities to act, react, and interact with each other and the instructor.

Curriculum materials should be timely and relevant. Standards of excellence—high, yet attainable— and it should be used to facilitate optimal student learning.

One of the main reasons why she decided to pursue a career in academics was so that she would have the opportunity to work with future generations of speech-language pathologists and educators in an instructional capacity. She sees teaching as central to all her scholarly activities. These activities allow her to identify and distribute instructional strategies to ensure that students learn about the advanced clinical interventions she reconnoiters daily. It is her hope that her teaching will allow her to “keep the flame of learning alive” in some way and to inspire students to remain focused on the functional effects of interventions designed to improve patients’ speech, language, and communication skills.

Regardless of content, she also thinks that students should complete courses with skills that they will use in their everyday lives. These basic skills include problem-solving and critical thinking, research and effective communication ability. She has designed her course to include components that impart these skills. Her course requires research papers and presentation, and students must also participate in group work.

Finally, as teaching is a process, not an activity, her teaching philosophy offers an invaluable reflective view on “how to” strive for instructional improvement.