Both Undergraduate and Graduate Students

Teaching Philosophy

For me, teaching is a calling.  From my earliest childhood memories, I remember loving to play “school.”  This love of the entire process of learning has followed me throughout the changes in my career path.  In any role, regardless of whether I am acting in the formal roles of “instructor” or “student,” I seek to learn and to teach.


Develop and implement units and lessons based on standards, materials available, student interest, and cross-curricular subjects.

  • Create lessons that are founded in the Common Core State Standards, and challenge students to apply basic concepts to real-world contexts.
  • Promote literacy, critical-thinking, problem solving, collaboration and applications to everyday life for all students.

Apply varied assessment methods to measure the knowledge gained by students and to improve student learning.

  • Summative Assessment including use of pre and post tests to show growth and mastery of a concept.
  • Formative Assessment to assess the need for adjustment in instruction to increase student learning.
    Example: When results of an exit slip showed students did not grasp the desired concept, instructional plans were adjusted. Using a different approach allowed students to learn the material, ensuring the method of instruction wasn’t what made the topic difficult.
  • Informal Assessment – ongoing monitoring to evaluate student comprehension and modifying lesson plans as needed.
    Example: When a quick check on a whiteboard revealed students didn’t understand the lesson’s objective, instead of moving on I adjusted and revisited the topic through another method.
  • Student Formative Self-Assessment to allow students to reflect on their own understanding of the lesson’s learning goal. (Master’s Action-Based Research Project).
    Example: Allowed students to think and write about their understanding of a math lesson, explain their strategies and reasoning to solve problems and their communication of a solution.
  • Standardized or Norm Tests, such as MAP testing or STAR testing, that use data to determine what needs to be a focus for instructional material.
    Example: Reviewed STAR math and reading scores to see areas of weakness and strength in these subjects, as well as to determine how to group students based on ability, and to adjust groups as student understanding changes. After administering STAR test multiple times throughout the year, data showed average student growth increased by a grade level.
    Example: During my student teaching experience, I focused on developing students’ geometry skills, an area of weakness on the MAP test. At the end of this experience and after teaching a geometry unit, all students’ scores showed growth. Particularly high scores in geometry demonstrated an improvement in their geometry understanding and mastery of this concept.

Current Teaching

Total  15 credits in each semester I teach to my students. Courses may vary depending on the level of students and the number of faculties. Usually I prefer to teach Management and HRM related subject. Apart from that I have huge interest on CSR and Organizational Behavior.

Spring Semester ( January to April 2022)

1. E-Business (MBA 513)- MBA Program

This course aims to develop students’ abilities to analyze and evaluate e-business applications, as well as design e-business models. We focus on the strategic, managerial, operational, and technical factors in the development of an organization’s e-business competencies and capabilities. We investigate current business and technology trends including the individual, business, and societal implications of e-business. The course makes extensive use of current case studies and gives students the opportunity to design new e-business models and applications.

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2. International Business (bUS 322)- BBA Program - semester 9

This course provides insights on tools and practices that help to identify and interpret international business opportunities. Students will analyze international management and investment strategies. This course provides insights on tools and practices that help to identify and interpret international business opportunities. This course draws upon international business theory and practice for understanding the international business context. It aims to provide students with practical tools and theoretical knowledge related to international trade and the exploration of practical issues faced by business managers in international business situations.

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3. Business Ethics and Corporate Social Responsibility (BUS 322) - BBA Program

Business ethics and corporate social responsibility is designed to focus on philosophical issues in business, economics, values, and justice. Emphasis will be placed upon the manager’s social and environmental responsibilities to a wide variety of stakeholders including employees, customers, and the public. Ethical dilemmas and decision-making frameworks and approaches at the personal, organizational and societal levels will be explored. This course introduces students to the relevance and importance of ethics and social responsibility in business.

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4. Principles of Management (MGT 113) - BBA Program

This is the introductory course in management. The course is designed to provide students with an overview of the management functions and their role in organizations and society. The course aims to provide students with the basic managerial knowledge necessary for Business students. The course focuses on providing students with analytical, developmental, managerial, and technical skills that relate to managerial positions in organizations.

This course is an introduction to the critical management skills involved in planning, organizing, controlling, leading, and decision making in an organization. It provides a framework for understanding issues involved in both managing and being managed, and it will help you to be a more effective contributor to organizations that you join. This course develops a “systems” view of organizations that examine organizations as part of a context, including but not limited to environment, strategy, structure, tasks, people, and outputs.

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5. Compensation Management - HRM-BBA Program

Are you satisfied with your career? Where do you see yourself in the future? No matter where you are on your professional journey, careful planning will help you reach your goals. This course will help you adapt to rapidly evolving job markets by enhancing your self-knowledge and confidence to explore wider career opportunities. You will create a career development plan, encompassing your career goals, skills, and knowledge development for your current and future jobs, and learn how to make the most of your strengths, talents, and experience.

You’ll receive valuable guidance based on practical suggestions, theoretical models, and current empirical evidence. Via structured learning activities you will gain an appreciation that career planning and management is an ongoing, rewarding process of assessing career identity, setting new learning goals and career visions, and celebrating accomplishments as you develop.

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Teaching History








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