Teaching Philosophy

I view teaching as an integral part of my role as a research scientist and professor. Also, I thoroughly enjoy teaching at the undergraduate, graduate, and executive levels. My general objectives in the classroom are to:



I attempt to accomplish these objectives through the use of homework assignments, exams, handouts, overheads, class discussions, class multimedia presentations, class projects, invited speakers, case discussions, and by bringing my own research into the classroom.


To promote knowledge acquisition, my courses include a combination of readings including textbooks, cases, book chapters, and journal articles. Also, I take full advantage of computing facilities, including the use of Oncourse, chat rooms, and e-mail. To facilitate discussion and exchange of ideas, I often encourage students to express divergent points of view and share them with the rest of the class. To help students integrate the materials in a coherent whole, I typically start each lecture with a 4-minute summary of what the course has covered thus far. To promote critical thinking, I often play "devil's advocate" to demonstrate that they should think critically, and that there may be alternative viewpoints that are equally valid. To stimulate curiosity and interest in research, I often use concrete research-based examples to illustrate abstract theories, and provide students with background information regarding the context in which this research was conducted. Finally, to help students develop real-world abilities and skills, my classes include a combination of field projects in which students apply the knowledge acquired in class to real-world organizational settings. Each of my classes includes a hands-on project that requires that students apply the knowledge acquired in class in creating a tangible product (e.g., training & development program, performance management system, doing business in… manual, etc.).