Teaching Philosophy

Today, the business world demands managers who not only have technical skills, but also are adaptive and responsive to the fast-moving environment. Students can meet this demand with a set of skills that are at the heart of business problem solving. This motivates my teaching philosophy. In particular, following a “constructivism learning theory” perspective, I focus on creating a safe and active learning environment that empowers students to develop knowledge by experiencing things and by reflecting on such experiences. My teaching approach revolves around the “three H’s:” head, hand, and heart.

First, I concentrate on the “head,” or cognitive skills. I want to equip students with the knowledge of relevant terms and up-to-date information, so that they can apply it to generate business solutions. In addition, I emphasize the importance of not only retrieving the existing information, but also on generating new information. In the world of technology and the Internet, anyone can access any type of information within minutes; however, only a few would know how to analyze, evaluate, and create a valid outcome. Therefore, my class-learning objectives are aligned with higher levels of Bloom’s Taxonomy so that students not only are able to demonstrate an understanding of materials, but also to compare, combine and create their own knowledge. Furthermore, various classroom activities lead students to much richer insights on the topic as well as provide me with an opportunity to give early and frequent feedback that improves learning.

Second, in terms of “hand,” I encourage students to develop skills in my class that will be essential in distinguishing themselves among other graduates in a competitive business environment. For example, I use a team-based business simulation that immerses students in the realities of using management concepts discussed in class in real-world decision making. By using a “learning by doing” approach, I facilitate the ability to apply theoretical material learnt in class to a dynamic, multiplayer, risk free environment. Moreover, I concentrate on assisting students in developing effective oral and written communication skills. By engaging in group presentations and regular in-class discussions, students practice speaking appropriately with a wide variety of people while maintaining good eye contact, demonstrating a varied vocabulary and tailoring their language to the audience.

Finally, I try to resonate with students and connect with them at the “heart” level; I want students to care about the material, since only people who are passionate about something can make a difference. For example, I use case studies that enable students to learn about ethical and social business issues. Through in-class discussion, students not only are able to form their own opinions on controversial issues, but also learn to be patient and defend their opinions to others. Furthermore, I regularly invite guest-speakers of different ages and backgrounds to share their experiences and success stories. By listening to professionals talk about the relevancy of class material, students become more passionate and motivated to learn.

To operationalize this philosophy in practice. I attended a Harvard Teaching Seminar that taught me how to engage students in relevant case study methods. Additionally, after completing the Preparing for College Teaching Course offered at the University of South Florida, I learned various approaches to create active engagement in the classroom. I also invite other professors and instructors to observe my teaching and provide me with frequent and relevant feedback that I then use to do things differently. I find the teaching philosophy that I follow to be rewarding; hence, I make a significant investment in my teaching. Indeed, I was awarded a 2019 Provost’s Award for Outstanding Teaching by a graduate student. In addition, I was invited as a guest lecturer at Rutgers University in other courses including procurement and global sourcing (graduate level), supply chain security and risk management (undergraduate level), and supply chain procurement for fashion (undergraduate level).

Overall, my teaching experience, research expertise, and close involvement with teaching seminars at leading business schools make me well prepared to teach a variety of courses at the graduate and undergraduate level. Please see my enclosed vita for a list of the courses I have taught and the table below for the summary of my teaching evaluations. Detailed teaching evaluations can be provided upon request.