Statement of  Teaching Philosophy

My basic philosophy of teaching is that learning is a process of discovery and Education is not to reform students or amuse them or to make them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellects, and teach them to think straight, if possible, I think we should enhance the quality of life through learning.

Thus, the proper role of a teacher is not to force-feed a predetermined set of facts into "blank" minds, but rather to act as a catalyst for discovery. I believe that learning is a natural process. When provided with favorable learning conditions, most people become intrinsically motivated to learn on their own. My job, then, is to facilitate this process. I try to generate in my students a thirst for learning by making the subject interesting and getting them excited about it.

I believe the most important purpose of a college education is not only to prepare students for technical careers but rather to teach them how to think. As stated four decades ago by Erwin Panofsky,

"The aim of the academic process as such is to impart to the student, not a maximum of knowledge but a maximum of adaptability - not so much to teach him subject matter as to teach him method. ." (Erwin Panofsky, Meaning in The Visual Arts: Garden City, NY, 1955).This philosophy maybe even more appropriate now than when these words were written. Futurists predict that today's university graduates will undergo not only multiple job changes but also perhaps several career changes in their lifetimes. Additionally, the pace of knowledge advancement is so rapid as to quickly render memorized facts and techniques obsolete, sometimes even before graduation. Thus, learning must be a lifelong pursuit, and learning how to learn is even more valuable than learning the "common body of knowledge" of the moment. That is why I subscribe to this philosophy which stated that a College education should lay the base on which life-long learning can be built.

Using techniques gleaned from my study, I integrate learning skill development into every course.

I also believe that learning how to think is more valuable than learning what to think. I believe that rote memorization technical facts, pronouncements, and techniques do little to promote the development of higher thinking skills. On the contrary, I believe that thinking skills are developed by wrestling with data to perceive and impose patterns of knowledge, then testing them, and finally imposing new, original patterns. In my teaching, I call attention to patterns of knowledge through the use of multiple examples, including real-world and far-transfer examples. I also require students to impose their own patterns through written and oral critiques of course materials.

Intense competition for grades encourages students to hoard knowledge, work alone, and treat fellow students as competitors rather than as partners. It is little wonder then; that they graduate ill-prepared for today's "team" approach to business. I require teamwork in my courses, including Cases, leading class discussions, and analyzing and writing cases and assignments in groups.

Most serious of all, in my mind, is a lack of critical thinking in the curriculum. Beginning in kindergarten, students are conditioned for 19 years to recite what the teacher wants to hear, to believe what the teacher wants them to believe, and to think what they're "supposed" to think. Many of the very highest GPA students seem particularly prone to this mindset. They learned long ago to never disagree with the teacher.

I view my classroom as a never-completed work-in-process; a working laboratory where I conduct experiments in learning. I utilize a wide variety of techniques to spark student's curiosity and lead it on, including the Playing Videos, Animations, cooperative learning and teamwork, real-world cases with ill-

defined information, and active/experiential learning (playing games and simulations), in addition to traditional lecture and

chalkboard work and labs.

I have been willing to take "hits" on student evaluation scores to try new innovations and to continuously improve my courses.

Comment on my success in achieving teaching objectives:

I would describe myself as an enthusiastic and dedicated teacher. I have a boundless supply of positive energy dedicated to my field. I take the time to understand my students as people. I listen to what students have to say and take time to reflect upon their ideas. In my opinion, teaching is a learning process as well. I love teaching Computer Science courses and reflect my knowledge to other people especially those without or with little technical skills. It is because in today's life learning technology is one the most important factors for being successful and as a teacher and as a human being I want my students to be successful in every aspect of their life and their career.

I've found that students need structure. But it's how you structure something that is important. I've found that I'm stricter when students slack. I'm strict about attendance and late attendance. I'm clear about the format of their work (i.e. Documentation sheets, Planning before starting, double space, typed, clear assignments.) I find that I have to check up on them and I can accomplish that by giving smaller assignments to make sure they are doing the readings, doing the work. It gives me more paperwork, but that way I find that students are more prepared for class. My class is quite disciplined, with very little disruptive behavior. The few students, who do walk in and out, I ignore.

I've found really encouraging/requiring students to come to office hours really helpful, sometimes, unfortunately, I did not have this chance, that is why I always come to class earlier and leave later so that the students can have time to ask their questions. It's another way of gauging how the class is going. In my opinion, it's neat to get feedback from a student in the class as well.

I instantly spotted the ones who were potential problem students, and when they started giving me an attitude, I'd act like I was their concerned friend, and say things such as, "Oh, yes, great point, John, you're absolutely right, this is related to such-and-such, and actually, it's also connected to this in such-and-such away. Excellent, comment, John, it's obvious that you're really thinking about this...." Whereas, I've seen some instructors get angry that certain students are acting like know-it-alls.

In my opinion, common sense, as well as educational research and students' testimonials, tell us that students who get involved with what they study learn more than those who receive information only passively. I know

that one of the most successful methods of helping students learn actively is cooperative (or collaborative) learning.

I encourage students to communicate their ideas clearly. Verbal messages should be clear and concise. Verbal and nonverbal messages should be congruent with each other.

As well I encourage supportive behavior and point out rejecting or hostile behavior. Behaviors such as silence, ridicule, personal criticism, one-upmanship, and superficial acceptance of an idea should be discussed and stopped since they hinder cooperation and productive group behavior.

I always monitor the group work. I will check the progress of individuals in a group and of the group as a whole. Explain and discuss problems, assist, and give praise as appropriate. Then evaluate the individual and group. In evaluation, I focus on the group and its progress and evaluate the individual in the context of the group's effort and achievement. Provide prompt feedback. In the end, I reward the group for the successful completion of its task. After evaluation, I know that recognition and rewards should be given on a group basis so that individual comes to realize that they benefit from each other's work and will help each other succeed.

I try to be as responsive and accessible in class as possible. Also, when students raise a point that I think is important, but which I had not myself thought about, I may say, "What a great idea. I never even thought of that. Let me think about that some more." Then I may come in the next time and say, "I was going to lecture on X, but I've decided to lecture on Y because that was such an important issue that, that student brought up last time." It makes students feel that they count, that they are thinking people, with things to contribute. I should point out, however, that my style seems to be one that people either love or hate. I think some people might think it's too touchy-feely. A related point is that I never under any circumstances read my notes. I glance at them, but I am always watching the students — actually looking into their eyes — to monitor their responses. When I see glazed eyes, closed eyes, irritation, annoyance, etc., I try to change tacks, shift gears and improvise something better.

If the basic definitions are the cake, the examples are the icing. They make it all seem relevant. I intentionally choose examples that are NOT from distant spots (although I believe if I had more story-telling talent I could do so and make it work), but rather from today's newspaper, ads, work, etc.

I believe my class is both informative and entertaining. The information is provided in different ways, so it does not become dull or repetitive. The students learn through lectures, readings, lab assignments, videos, and conversations.

Aside from trying to use video, CDs, I never lecture for longer than a few minutes at a time, before throwing out questions to the students. Being an effective listener as opposed to an active talker is generally more beneficial in the short and long term.

To make sure that the students read the materials sometimes I make quizzes, the questions on the quizzes are as basic as they can be; they only test that students did indeed read the material. This has worked very well in ensuring that students keep up on the reading.

I've found a discussion with other teacher's to be pretty helpful, I think we should have sessions to communicate more with other teachers in college and university.

My Administrative side:

Essential Functions:*Provide functional oversight of all undergraduate and graduate programs for Continuing Education.*Attract, mentor, provide advice and retain students and faculty members. *Guide curriculum development as internal and external needs evolve, submit new programs, and successfully gain accreditation/ approval of new programs.*Ensure all activities related to the accreditation/reaccreditation of all related programs meet or exceed standards.*Manage graduate and undergraduate business faculty to include: evaluations, appointments, compliance, and discipline.*Oversee all revenues and expenditures of the department and ensure expenses are kept within target levels.*Foster and develop interdisciplinary collaborations to enhance CICCE education.*Use the Campus Management System as a tool to register students and resolve issues.*Provide leadership in exploring, recommending, and evaluating emerging business administration curriculum and MBA Program.*Effectively address the academic concerns of students and faculty.*Attract, motivate, and inspire students, faculty, and staff from diverse

backgrounds.*Create an environment of trust, integrity, and accountability while fostering a positive climate for learning and development within the department.*Create a culture and work ethic that will maximize efficiency and performance in

the organization.

*Conduct regular meetings with faculty and document discussions

*Ensure business degree programs are optimized to meet the needs of business and industry. Developed English for Purpose Program to help students / Faculty and staff

*Keep the president informed and aware of operational and other activities in the department and participate on committees and working groups as necessary.

Critical Skills and Job Complexity:*Strong commitment to high academic standards, and ability to provide leadership in maintaining and strengthening academic excellence and enhancing the University's national standing.*Communicate information and ideas clearly, and concisely, in writing; read and understand the information presented in writing.*Speak clearly, concisely and effectively; listen to, and understand, information and ideas as presented verbally. Knowledge of 5 different languages.*Communicate administration academic strategy, goals, and priorities to outside visitors and evaluators.*Support the University / College vision with respect to programs.