Teaching Methodology

My teaching methodology derives from my passion for developing critical thinking skills and the application of lessons in real-world examples. In doing so, I hope to expand the thinking of my pupils beyond simple memorization and pattern recognition. While it is important to understand and memorize terms, that is not the extent of the class. Rather, I believe in the direct application of lessons and outside-the-box thinking to intellectually challenge my students.

I hope to achieve this by enhancing my curriculum design to avoid the normalized “term memorization” way of learning. Instead, the curriculum will be based wholly on the analysis and breakdown of case studies that directly relate to lessons taught in each unit and lecture, and the application of these learning objectives to our modern world. In addition to this, group projects relating to certain supply chain concepts will be prevalent throughout the curriculum to challenge the student’s understanding (i.e., a project on reverse logistics) of the business practices to better understand the processes and how they can be improved. I may also post discussion questions on Canvas here and there to gauge how the class is performing as a whole. They may be a little informal and ungraded, but they will better prepare you for the topics we will be covering of course.

Teaching effectiveness will be measured via three in-person exams (two midterms and one final), which will be a mixture of multiple-choice, true/false, and open-ended answer formats. In addition to this, weekly homework assignments, group projects, and other assignments will be used to assess how well students understand the given material. Every assignment will be placed on a 100-point grading scale:

  • 90+ = A
  • 86 - 89 = B+
  • 83 - 85 = B
  • 80 - 82 = B-
  • 76 - 79 = C+
  • 73 - 75 = C
  • 70 - 72 = C-
  • 66 - 69 = D+
  • 63 - 65 = D
  • 60 - 62 = D-
  • < 59 = F

An opportunity for extra credit may arise throughout the semester, but students should NOT expect it. It will be provided if I find it appropriate. An article that explains more clearly why I am not the biggest fan of extra credit can be found here.

The main reason why I teach and why this is significant for me is because of how I myself went through school. I feel like I have had very good and very bad instructors, and everything in between, and know how much of an impact they can make on someone’s educational career and even in sports and athletics. As such, I hope to be the best instructor I can be in order to maximize value for my students and provide them with the experiences and lessons they need to thrive (not just survive) in the real world.

I aim to move beyond mere memorization and pattern recognition, challenging my students to think critically and creatively. I aim to strengthen my classes by emphasizing case studies that directly relate to the lessons taught and their application in the modern world alongside group projects, homework assignments, exams, and other tools of assessment. My passion for teaching stems from my own educational experiences, which have shown me the profound impact instructors can have on the lives of others. I am dedicated to being the best instructor I can be, not for my own sake, but for my students. Most of my philosophies are derived from my French teacher, Mr. Kinch, in middle school and high school. He influenced me to become the best version of myself that I can be, and with these teaching philosophies, I hope to do the same for you.