Dr. Kinzang Dorji, Lecturer

Philosophy of teaching and learning:

Provide a brief description of your personal philosophy of teaching and learning and any other details that can market you as an academic. The whole writing here could be done in not more than TEN sentences.

I believe that all learners are born as unique individuals and possess high-versatility traits that may include resilience, vision, competence, adaptability and self-reflection in their own ways that they can bring to their own education. To this connection, teaching learning environment or a classroom should be a safe and caring community where learners are free to speak their mind and blossom. I also believe that todays’ students must have access to 21st century teaching-learning approaches that would mean let their curiosity direct their learning, put their hands on-practice, create opportunity to practice skills, and make them access to educational technologies and digital gadgets. Here, teacher’s role is to play as a guide or facilitator.


Academic/Educational Qualification: 

  1. Doctor of Philosophy (PhD) in Bioassessment of streams health, Queensland University of Technology, Brisbane, Australia
  2. Master of Scientific Studies (MSc.) in Fire Ecology, University of New England, NSW, Australia
  3. Post Graduate Certificate in Education (PGCE), National Institute of Education, Samtse, Bhutan
  4. Sc. (Hons) in Botany, North Bengal University, India.

Professional experience:

  • Programme Leader for PGDE (full-time & part-time) programmes (2016 to till date)
  • Lecturer, Department of Science Education, Samtse College of Education (2005 to till date)
  • Coordinator for Teaching Practice, Samtse College of Education, RUB (2012 – 2014)
  • Coordinator for the Centre for University Learning and Teaching(CULT), Samtse College of Education, RUB (2008 – 2012)
  • Subject Head (Biology Dept.), Samtse College of Education, RUB (2007)
  • Secondary science teacher (1998 to 2004)

Current responsibilities: 

My 15 years of university-level teaching experiences in the College of Education include teaching at both undergraduate and post-graduate level programmes, and involves multi-disciplinary subject teaching areas such as teaching of Skills and Strategies; Environmental Education; Functional Information Technology; Educational Action Research; and other core modules in biological sciences. These educational experiences added values in my professional growth such as in periodical programme review process, designing and developing a new programme and programme specific modules for any new programme in the college.

Apart from my role in the university teaching, I have been appointed as a programme leader for the Postgraduate Diploma in Education (PgDE) for both full time and part-time programmes. As a programme leader, my role is to ensure that the programmes are academically coherent, working closely with module tutors, Centre heads and Dean of Academic Affairs for delivering the programme using appropriate teaching, learning and assessment tools.


Membership in External Bodies: 

  1. CAC
  2. PgDE committee
  3. PBEM

Publications: 

Dorji, K., Rinchen, S. and Zam, T. (2019). A Guide to Field Identification Plants of Southern Bhutan. Volume 1. Publisher: LAMBERT Academic Publishing, EU. ISBN: 978-3-330-04010-6

Dorji, K. (2019). A Guide to Bioassessment of Stream Health: A research based in BHUTAN. Publisher: LAMBERT Academic Publishing, EU. ISBN: 978-613-9-46456-2

Dorji, K. (2018). The effects of fire-related germination cues, Time-since-fire and habitats on the germinable soil-borne seed banks. Publisher: LAMBERT Academic Publishing, EU. ISBN: 987-613-7-74390-4

Dorji, K. (2016).  Utility of an existing Biotic Score Method in assessing the stream health in Bhutan. PhD thesis. Queensland University of Technology, Australia.

Dorji, K. (2012). Organizing Science activities in Lower secondary School. A module for in-service school laboratory assistants. Samtse College of Education, Royal University of Bhutan.

Clarke, P. J., & Dorji, K. (2008). Are trade-offs in plant re-sprouting manifested in community seed banks? Ecology, 89(7), 1850-1858. doi:10.1890/07-0704.1

Maxwell, T. W., Reid, J. M., Gyamtso, D. C., & Dorji, K. (2008). Changing the CULTure of learning and teaching at the Royal University of Bhutan: Report on the establishment of the Centre for University Learning and Teaching (CULT). Royal University of Bhutan, Samtse College of Education.

Dorji, K. (2008). Effects of fire and fire related germination cues such as heat; smoke and ash on soil-borne seed banks. Rigter (3), 43-51.

Dorji, K. & Namgay (2008). Science Education. A module for training of in-service teachers for primary schools. Samtse College of Education, Royal University of Bhutan.

Dorji, K. (2007). Environmental Education. A module for training of pre-service science and social science student-teachers for primary and secondary schools.  Samtse College of Education, Royal University of Bhutan.

Dorji, K. (co-author). (2007). A handbook for Teaching skills and Teaching practice. Colleges of Education, Royal University of Bhutan.

Dorji, K. (2005). The effects of fire-related germination cues, time-since-fire and habitats on the germinable soil-borne seed banks at the Torrington State Conservation Area (NSW). Master Thesis. University of New England, Australia.


Current research engagement: 

  1. A Guide to Field Identification Plants of Southern Bhutan. Volume II.
  2. Impact of classroom wellbeing on students’ learning: Students’ perception
  3. Factors Affecting Bhutanese Students’ Achievement in Mathematics

Awards: NA


Research interest: 


Email address:

kdorji.sce@rub.edu.bt