My Teaching Philosophy
Teaching Philosophy
The pedagogical philosophy that I am using as a teacher in the field of business and management is to foster critical thinking of dealing with real-world problems in business and specifically in information systems. Critical thinking, problem solving, communication skill, and the ability to work as a team are essential skills needed for (future) managers to survive the competitive world of business. Having been an undergraduate student in computer science and a graduate student in business information systems, I found that the core concept of these combined areas is to utilize Information Technology (IT) for the benefit of organizations. However, I believe that it is rather delicate to capture the real-world problems of IT utilization to classroom. Through my past educational experiences, the case-study approach is an excellent tool to introduce students to various current issues of IT utilization and dealing with real-world problems of IT utilization. Hence, my primary objective as an instructor is to advance the issues of IT utilization beyond theories covered in textbooks and field articles so that this knowledge are applicable in real-world problems. In the end of the semester, I expect students to be familiar with issues dealing with the use of IT in organizations and to be able to work as a team.
In an attempt to achieve this objective, I will adopt the use of cognitive learning strategies introduced by Weinstein, C. E. I believe that students are knowledgeable of my field to certain degree and fostering such a strategy will entice exciting classroom discussions. I believe that coming to class prepared is essential to succeed. I expect students to have read some concepts from textbook(s) or assigned article(s) and be prepared to discuss such concepts in real-world setting (e.g. by using case-study approach). In this way, knowledge is transferred not only between me, and the students, but also among students themselves. In practice, I will present concepts and theories unearthed from textbook(s) or assigned article(s) through conventional lecture, and students are expected to apply these concepts to group presentations by using materials from the assigned case(s) and textbook(s) and/or assigned article(s). Group presentation will arouse students’ ability to work as a team and to communicate their knowledge and thoughts professionally. In addition, I believe that the use of conventional exam(s), (pop) quizzes, and individual term papers will arouse students’ ability to think critically and solve problems individually. As an instructor, I would expect certain degree of freedom to design and select the reading materials in addition to the core textbook(s) the school required. Additional reading materials include case-study materials (e.g. the Harvard Business School (HBS) Case materials), and news or academic articles. To avoid overwhelming students, however, I agree that there are different styles and methods to facilitate learning for undergraduate level and graduate level. Although I expect the undergraduate students to have certain degree of familiarity with IT utilization, I realize the raw understanding of what IT is among these students. Graduate students should have more experience in terms of their academic and professional backgrounds. I would assume a more one-directional teaching style when dealing with undergraduate students since I will be the main source of knowledge in the classroom. On the other hand, I would expect to better utilize the cognitive learning strategies when dealing with graduate students so that they can learn from each other’s experience and knowledge as well. My perspective is to treat undergraduate students as individuals and prepare them to work as a team and to treat graduate students as groups of knowledgeable individuals. Despite the demanding and the rigorous nature of my course(s), I expect to witness the learning process that students experience as a team and as respective individuals rather than the outcomes.
Although I emphasize learning process rather than outcomes or products, I believe that the use of conventional assessment is, still, a relevant and most powerful tool to measure students’ learning progress. I will assess the rigorous effort that students undertake and the performance students demonstrate on various projects and assignments. Certain criteria will be assessed based on performance rather than content when certain required skills are deemed more necessary. For instance, oral assessment and task distribution of group presentation are the more essential variables to assess as they convey communication skill and teamwork. Comprehension assessment is more appropriate to assess on quizzes, exam(s), and individual term paper(s). The degree of content comprehension demonstrates critical thinking and problem solving skills. As for the goals that I require students from different academic levels to achieve, I believe that the degree of evaluation varies between these levels as well. As individuals who are learning to work as a team, I encourage undergraduate students to primarily achieve critical thinking and problem solving skills. I emphasize individual efforts on undergraduate-level works; Group works are considered a secondary tool for undergraduate level. The opposite is expected for graduate-level works as I assume the participants are more mature students. To what degree should I consider my expectations have been successfully met? I expect and see my undergraduate students to grasp the contemporary issues of IT utilization in organizations and possess the skills needed to survive as (future) professionals. I expect and see my graduate students as responsible individuals who can teach one another and become leaders in their respective fields.
I realize that as a human being myself, I am not the most reliable source of knowledge for these people to rely on. By designing the learning process in such a way, I hope to learn from these bright individuals in return. Knowledge and thoughts I receive from my students may help me keep track with my own field and research. And I hope to be able to return this favor through teaching the newer generation by formulating these insights into better knowledge. I realize that I may not be capable of addressing each student as different and unique individual. Information systems field develops rapidly and is a field that was born from such disciplines as management, psychology, computer science, and economy, and coping with each individual’s cognitive style is a challenge itself. Without undermining each student as different individual, I emphasize more on delivering contemporary issues of information systems and that is my duty as a teacher. Taking the religious point of view, I believe that teaching profession is one of the most noble and prestigious professions God has ever bestowed upon us. We, professors and/or instructors, are responsible for creating experts and professionals by sharing our respective knowledge and expertise and this is how we, teachers, contribute to make the world a better place to live.
