Teaching Philosophy
Courses Taught

Teaching Philosophy

My teaching philosophy is centered around three commitments: 1) I am committed to making sure that students are exposed to material that is current and relevant; 2) I am committed to preparing students to become independent thinkers and decision-makers, and 3) I am committed to creating a dynamic classroom environment. 

Commitment to teaching material that is current and relevant.   It seems like not a week goes by without headlines of a new business ethics scandal.  Although it sounds like a cliché, being an active researcher in the area of business ethics has helped me to keep abreast of the latest developments in the field.  There are students who begin my courses believing that ethics is not an important part of the business school curriculum (because ethics courses don't teach students how to maximize profits).  However, I find that many of my students come to acknowledge the need for such courses.  As I tell my students, it should concern you that the two largest bankruptcies in U.S. history (Worldcom and Enron) came about because of poor ethics.  Demonstrating the relevance of course material is a powerful way to motivate student learning. 

Commitment to preparing students to become independent thinkers.    One of the primary responsibilities of a teacher is to help students think for themselves.  To stimulate student thinking and develop their decision-making skills, I use case studies and scenarios in my courses.  These scenarios and cases provide opportunities for students to analyze situations, make decisions, and voice opinions.  Typically, cases and scenarios present students with an issue or dilemma.  I challenge students to take the role of the protagonist in these situations.  Students are asked to consider how (and why) they would behave in the given situation.  Case studies (which are longer and require more preparation time and analysis) are assigned ahead of time and prepared in writing.  Scenarios, which are shorter in length, are given and discussed in class which forces students to think on their feet without advanced preparation.  Sharpening decision-making skills is one way that I prepare students to learn, not just for school, but for life.

Commitment to creating a dynamic classroom environment.  As long as I uphold my first two commitments, creating an exciting classroom environment is not difficult. My experience is that relevant material is interesting material.  Many of the individuals, companies, and issues that we discuss are “ripped from today's headlines” so it is not difficult to coax students to actively participate in the classroom.  I also grade participation, so students have an additional incentive to take part in class discussion.  I believe that ethics and leadership are inherently interesting and fun topics to study, so it is easy for me to model enthusiasm for my students in the classroom. 

Overall, I invest a tremendous amount of time in my teaching.  However, this investment never fails to provide me with a great “return.”  I continue to learn from students' insightful comments and feel energized by lively classroom discussions.  I am privileged to teach for a living.       

Courses Taught *

BA 243: Social, Legal, and Ethical Environment for Business (Fall 2002) (Spring 2003) (Fall 2003) (Spring 2004) (Spring 2005) (Fall 2005) (Spring 2006) (Fall 2006) (Fall 2007) (Spring 2008) (Fall 2008)

B ADM 500: Leader Ethics (Fall 2004) (Fall 2005) (Fall 2006) (Fall 2007) (Fall 2008)

B ADM 521: Leadership Seminar (Summer 2005) (Summer 2006) (Spring 2007)

B ADM 526: Leader Ethics (Spring 2004) (Spring 2005) (Spring 2006) (Spring 2007) (Spring 2008)

B ADM 597D: Negotiating (Summer 2007) (Summer 2008)

MANGT 543: Legal, Political, and Social Environment of Business (Fall 2002) (Fall 2003)

* Syllabi are only available online for four semesters. Visit the Sam and Irene Black School of Business for copies of others.