Teaching

Teaching Philosophy

As an immigrant and a first-generation student from a rural background, the transformative power of education is a deeply personal and profound aspect of my life. Growing up in a very rural community, access to education was not just a pathway to personal and professional growth but also a beacon of opportunity and hope. My journey from a rural area to the corridors of academia has instilled in me a profound respect for the role of education in shaping lives and communities.

The value of hard work, resilience, and a commitment to continuous learning was ingrained in me from a young age. These values have been pivotal in my academic pursuits and are central to my teaching philosophy. I believe in creating an inclusive and supportive learning environment where every student, regardless of their background, can thrive. My experiences have taught me that education is not a one-size-fits-all endeavor – it requires empathy, adaptability, and a deep understanding of the diverse challenges and strengths that each student brings to the classroom.

My background also informs my commitment to fostering a sense of belonging and empowerment among my students. As someone who has navigated the complexities of being an immigrant and a first-generation student, I understand the importance of mentorship, guidance, and support. I strive to be a mentor who not only imparts knowledge but also inspires confidence and ambition in my students. By sharing my own story, I aim to encourage students to embrace their unique paths and to view their diverse experiences as strengths that enrich their educational journey.

As a teacher-scholar, my first and foremost obligation in the classroom is to develop meaningful relationships with my students both inside and outside the classroom and help them develop within their field of study. During my own education, I have been fortunate to have been surrounded by committed teachers who cared about me. From those educators, I learned the importance of being intentional in the classroom. My entire teaching philosophy is built upon the idea of intentionality. I want to demonstrate that my students have benefited from the learning outcomes in my classes, whether through group simulations to hone their teamwork skills or solving community-based industry problems to develop them as the next generation of community leaders. I want my classes to have an impact.

To that end, there are three main pillars built on that foundation of intentionality:

  1. Challenge Students Daily: I run a very interactive classroom. My approach is to use problem-based learning and case studies to explore theoretical issues and get students talking with one another.
  2. Foster Enthusiasm for Intellectual Curiosity: Students sense when an instructor is truly engaged in their development. I bring passion to my classes through humor and storytelling. By incorporating my research and industry experience, I connect abstract topics to real-world examples, greatly enhancing students’ understanding.
  3. Emphasize Real-World Application: I stress the connection between theory and students’ everyday lives. I want students to leave my classroom able to apply what they have learned to their lives and future careers. I have adopted several industry projects where I invite local companies to class, and students help solve real problems. For example, a local energy company posed a logistics problem to my introductory leadership class, which provided practical, hands-on learning that students appreciated.

Furthermore, as a teacher, I seek to disseminate knowledge and inspire learning through close interaction with my students. I aim to be the teacher who leaves each session knowing I have done my best but always looking for ways to improve and better engage and inspire each unique set of students. As a teacher in the management field, I introduce students to various organizational theories and research, challenging them to articulate their critical thinking and analytical skills. I strive for a balance between informing students and asking them to make their own discoveries. I encourage students to engage with the topic at hand, with me, and with each other, believing that learning depends on rigorous intellectual exchange.

Mentoring and Advising Students

My teaching philosophy also includes mentoring students, considering the long-term ramifications of their choices. My mentoring philosophy centers on several tenets:

  • Competence: Students must understand that they are in charge of their future and educational career.
  • Purpose: I engage students in conversations about their degree choices and career aspirations to help them perform better.
  • Integrity: I encourage students to develop their own values and beliefs.
  • Authenticity: I show empathy and unconditional positive regard, being genuine with every student.
  • Student Importance: I want students to realize they matter to both me and the institution.
  • Support through Understanding: I am cognizant of the challenges students face outside school and provide support.
  • Diversity: I try to understand where each person is coming from and learn from every community member, appreciating their unique and diverse perspectives.

What I find most rewarding about teaching is helping students. Seeing the spark of wonder and enthusiasm in their eyes is immensely satisfying. It inspires me and is why I get out of bed every morning. It’s why I believe in the mission of the educational institution I am part of and why I think I could be of service to you.

Courses Taught

    Graduate level:

    • BUAD 637: Leading Change (Full-time MBA core course)
    • BUAD 689: Leading Through Adversity (Full-time MBA elective course)

      Undergraduate:

      • BUAD 337: Organisational Behaviour (Junior-level course)
      • BUAD 230: Introduction to Ethical Leadership (First year/sophomore-level course)
      • BUAD 388: International Management (Junior-level elective course)
      • BUAD 485: Strategic Management Seminar (Senior capstone)
      • BUAD 387: Decision Making in Disasters (Junior-level core course)
      • BUAD 386: Leading Through Adversity (Junior-level course)
      • BUAD 338: Organisational Culture and Design (Junior-level core course)
      • BUAD 477: Knowledge Management in Society (Junior-level elective course)
      • BUAD 314: Negotiation (Junior-level elective course)
        Scroll to Top