Philosophy

My approach and philosophy of instruction blends traditional and contemporary styles to create an “active” classroom environment. While I do lecture from text assignments to students, I primarily see myself as a facilitator and an interactive teacher. I design my classroom so that students will get a chance to participate and use class material as both analyzers and problem solvers. I want them to go beyond knowing “the answer” and to be able to think critically about the material and learn how to apply it to today’s market environment. Knowledge is important, but being flexible enough to analyze, evaluate and apply produces a higher order of understanding. I want students to participate in order to enhance their understanding. Overall, my educational instructional approach starts as an “informer” and ends as a “navigator.”

My first order of business for all of my classes is to encourage participation and create an interactive classroom. Students get a chance to be responsibly involved in both giving and identifying important subject matter concepts and ideas. Students articulate their own thoughts as they share with others. Some days students respond to a lecture in which I elaborate upon the text reading of that day. On other days, students discuss assigned cases (possibly online) in small groups (2 to 3) before they share their insights with the rest of the class. Occasionally, students make presentations or get involved in simulation “games.” They also develop next action steps to explain, relate and apply material to various assigned market cases. In each class, students must complete their assignments on time with at least a minimum level of understanding.

To facilitate the interactive classroom, I am flexible and apply various ways of drawing out crucial contributions from all students. Many times I affirm students’ appropriate answers. At other times, students may give incomplete answers whereby I usually give a student a prompt to help them recall correct information. Other students sometimes join in and add correct information or insights. Students also have to work independently at times to master some of these essential skills. While most students handle these assignments quite easily, others may need special help. For those students who have some difficulty, I offer individual help so they can practice the necessary skills.

In each class I teach, my syllabus serves as a road-map to outline course level outcomes and expectations/learning goals. I treat my class assignment as if it’s a learning contract between the students (my customer) and me (the provider). Each party, in turn, has contract roles and responsibilities.

What I enjoy the most about being a professor is the ability to shape minds in a meaningful way. It’s exciting being a Christian educator, in order to demonstrate stability, keen judgment and vision.