Teaching Philosophy.
Throughout my educational journey, I have encountered several exceptional teachers and professors who positively impacted my education and subsequent career trajectory. I have enjoyed a lifelong enthusiasm for learning new things, and I am strongly driven by this passion for knowledge. I began my time in higher education 10 years ago as a bright but raw and unrefined intellectual talent. Over the last decade my educators and advisors saw the potential in me and went above and beyond to help guide and sharpen my development as a researcher. These individuals were generous in their efforts to understand and mentor me, and to push me forward towards my goals. They brought out the absolute best in me. As a young educator I seek to model their example in my own classroom.
Since starting to teach I have developed a desire and a talent for educating and mentoring students. At the Fisher College of Business, I taught Consumer Behavior to a group of junior and senior undergraduate students. From my experience teaching this course, I have established several primary philosophies as an educator based on this experience.
Imbuing Purpose.
When I was a young student, I found it profoundly easier to understand classroom material when I felt a sense of purpose for studying the material. Consequently, I always aim to instill a sense of purpose in my teaching. I foster students’ understanding of what and why they are learning a specific topic, and subsequently how their newfound knowledge can be applied and connected to other topics both in marketing and in the world around them. By connecting theoretical concepts to modern and up-to-date examples from current and historical events, I enable students to grasp the relevance of the course material.
Equity, Empathy, & Benevolence.
My teaching philosophy is informed and aided by equity, empathy, and benevolence—as a student, these were the traits which I admired most in my mentors. To this end, I have created classroom environments that allow students from different backgrounds and with different needs to feel comfortable asking questions, making mistakes, and challenging themselves. My goal as an instructor is for students to leave my classroom feeling empowered and equipped with the knowledge they need to succeed.
Encouraging Active Participation.
I encourage students to actively participate and take direct involvement in their education. In the classroom, I give my students frequent and meaningful opportunities to connect the theoretical aspects of the course to their own experiences. I strive to use innovative and fresh ways to encourage active participation in class by facilitating stimulating discussions, leading practical in-class exercises, and having the students give presentations which help prepare them for similar assignments as marketing professionals or scholars.
Incorporating Feedback.
I greatly value the constructive feedback of students in improving my teaching practices. To solicit input from students I provide them with multiple avenues to express their opinions through anonymous Qualtrics surveys, office hours, and one-on-one discussions. Vital to my understanding of students’ course experience are mid-term and end-of-semester evaluations. By considering and incorporating student feedback I can determine what is working and not working in my course and reasonably adjust moving forward. Through flexibility in incorporating student feedback, I create a culture of joyful and intentional collaboration; one which allows them to express their needs and me to nurture their growth and evolve as an effective teacher and mentor.