Fowler College of Business | SDSU

MIS 306: Information Systems Analysis | Fall  2018

MIS 496:  Business Intelligence & Data Analytics | Spring 2019

Fowler College of Business | SDSU

MIS 306: Information Systems Analysis | Spring 2018 {student feedback Group 1 | Group 2}

MIS 306: Information Systems Analysis | Fall 2017 {student feedback Group 1 | Group 2}

Shidler College of Business | UHM

ITM660A: Business Modeling (VEMBA) | Summer 2018

ITM660:   Introduction to Business Intelligence| Spring 2016 {student feedback}

ITM387K: Introduction to Business Intelligence | Fall 2016 {student feedback}

ITM660:   Business Intelligence and Data Analytics for MBA | Summer 2016 {student feedback}

ITM354:   Databases and Data Warehouses| Summer 2016 {student feedback}

ITM387K: Introduction to Business Intelligence | Spring 2016 {student feedback}

ITM387H: Enterprise Systems & Business Applications | Fall 2015 {student feedback}

ITM660:    Business Intelligence and Analytics for MBA | Summer 2015 {student feedback}

BUS311:   Information Systems for Global Business Environment | Spring 2015 {student feedback}

My teaching philosophy rests on several pedagogical principles. First, I believe ‘learning how to learn’ is more important than learning only what is currently known – for example, knowing how to develop analytical skills is more important than knowing a certain tool. Second, in-depth learning is facilitated by maintaining connections between different concepts, ideas, people, and real-world applications. Thus, finding and elaborating these connections is essential for meaningful learning. Third, knowledge rests in diversity of opinions, cannot be taken for granted, and is acquired in authentic and diverse environments. Fourth, students need experiential learning opportunities beyond the classroom boundaries to learn effectively in today’s networked society. And lastly, student engagement in learning is central to today’s education, and teachers’ main responsibility is to help learners effectively choose what, how, where, when, and from whom to learn.

Instructional Method

Education must produce action, rather than linger in the mind and lead to indecisiveness. I believe meaningful learning happens when students develop skills in exploring, experimenting, evaluating, and addressing real-world problems. As a pragmatist, rather than passing down organized bodies of knowledge to my students, I help them apply their knowledge to real situations through experimental inquiry. I encourage students to use the power of inquiry to determine consequences and reflect on the possible solutions. I also bring academic disciplines together to focus on critical thinking in an interdisciplinary way. To enrich this learning experience, I value students’ critical reflection in my class and I treat the class as a community of inquiry. I promote critical thinking by having students make collective decisions in light of consequences. My firsthand knowledge of inclusive education also helps me in broadening participation of marginalized students.

Lesson Plan

My lesson plans are designed to bring contextually relevant cases to the learning experience. Through such applied learning experience and using different software packages, my students gain a deeper understanding as well as practical skills to address real problems, especially local business cases. My lesson plans for both general business and IS technical courses require students use theories, vocabularies, or models to describe the components within the case, then to formulate different technical or analytical solutions to address the problems and finally evaluate and discuss different scenarios in the class. Social responsibility and ethics are inherent in of all my lesson plans. My students’ successful job placements based on what they learned in my class demonstrate how well this approach prepares them for promising careers.

Evaluation

I hold high academic standards but help students meet those standards by making expectations clear, acknowledging their efforts, providing extensive feedback while being accessible to meet for guidance. I minimize use of conventional test, quizzes, and exams, as I believe evaluation is for improving the learning process and supporting students not judging them. Unlike traditional evaluation, I embedded evaluations in the hands-on learning activities and give the students multiple chances to improve and resubmit the results of their work. I spend the time needed to help low-performing students to satisfy requirements. Student course evaluations illustrate their response to and appreciation of my efforts to make evaluation a learning process.

Personal Development

My overarching teaching goal is to develop students’ capacities, competencies, and confidence to take responsible action for personal and professional success. I pay attention to my students’ individual development by understanding their goals, diverse backgrounds, unique situations, and competencies. I invest time to reach students who lack interest or self-confidence as well as those who come to class eager to learn. As a result, my students view me as a mentor who they can trust and share their dreams and difficulties with. This healthy rapport with students has led to open communication and lasting relationships.