Teaching Philosophy
Core Philosophical Principal
Encourage learning through interaction—interaction with the material, interaction with fellow classmates, and interaction with the community.
Interaction with Material
I seek to educate students to not only perform well while in class and their academic career, but retain the core concepts of their studies when they are in their careers and truly need it. This is why I believe strongly in experiential learning. I use a balance of case studies, in-class activities, organizational engagement, small-group work, and lecture, all of which are enriched with interactional instruction to promote deeper processing. I have high expectations for participation and encourage students to make connections with the material through practical application. I strive to open every lecture with timely business events that relate to the topic at hand as a means of warm-up discussion as well as a means of conveying the importance of the material for practical business application.
Interaction with Fellow Classmates
In addition to course concepts, I strive to equip my students with the ability to collaborate, share, and engage in healthy, but respectful, functional conflict and scholarly debate as part of comprehensive analysis. As John Stuart Mills once said, “He who knows only his side of the case, knows little of that.” I aim to create an environment where students can discuss multi-faceted business challenges by articulating their initial view, actively listening to their peers, meaningfully considering opposition, and engaging in a healthy discussion—a skill that will serve them well in their future employment and in life.
In previous semesters teaching Ethics and Social Responsibility, I have utilized formal debates and now borrow the general model to use in the everyday debates that are inherent in a course of this nature. In an effort to foster discussion on important, but perhaps uncomfortable topics (e.g. diversity, discrimination, policy), we have two “open forum” class periods dedicated to covering current events and general business problems related to, but not specifically covered by, the course.
Interaction with Community
I highly value partnerships with local organizations and aspire to continue forming these relationships to connect the classroom to the community in whichever courses I teach. My prior work experience has accustomed me to make mutually beneficial connections with other organizations. Students are much more motivated and engaged when the fruits of their labor have a tangible application rather than a hypothetical implementation for an out-of-reach company. Community partnerships benefit students’ professional careers as well by providing them with a better understanding of the industries with whom they partner, impressive material for their resumes, and the possibility of internships and employment. Further, these organizations have voiced their appreciation for the collaboration as the projects address business challenges and provide exposure to potential employees.
Responsibilities
Underlying the structure of my teaching philosophy is the responsibility to instill in my students the highest of professional standards for ethics and integrity. At a basic level, this includes holding my students to the university’s standards for academic integrity. I am diligent in preventing and, when necessary, identifying and reporting instances of academic misconduct. On a broader scale, I incorporate ethics into decision making and organizational behavior to educate students on the often-overlooked considerations beyond a mere strategic calculation. I believe strongly in fostering empathy in my students and encourage them to consider diverse perspectives, not just as a means of altruism, but to make more educated decisions and thereby become better business leaders.
