Teaching Experience

Teaching Interest

My teaching interests span a range of subjects integral to industrial engineering and management, including Supply Chain Management, Game Theory, Statistical methods, data Analysis, and Operations Management, among other courses. I am open to teaching any available courses within this domain as needed.

Teaching Pedagogy

The perceived gap between theoretical knowledge in operations management’s analytical side and their application to real-world problems often poses a challenge in traditional academic settings. My teaching methodology aims to bridge this divide and reduce the existing gap by providing students with a seamless transition from academic understanding to practical problem-solving proficiency. Therefore, both as a TA and instructor, I make it a point to move beyond textbook examples and incorporate exercises that simulate students' real-life decisions. This approach allows me to clarify different aspects of methodologies and concepts with more tangible, relatable details. 

 Teaching Experience 

My teaching journey began in 2013 as a teaching assistant for an algebra course during my undergraduate studies at Shahid Rajayi University, a teacher training institution in Iran. During this time, I also completed a specialized course in mathematics teaching techniques, where I delivered algebra lectures as part of my final examination project. This experience was a pivotal moment in shaping my passion for education, as I discovered how engaging in others’ learning processes deepened my own understanding of the subject matter. 

In Spring 2021, I took on a new role as a teaching assistant for the graduate-level Operations Management course at Worcester Polytechnic Institute. This position allowed me to adopt a more interactive and student-centered teaching approach, both in-person and online. By Spring 2024, I advanced to the role of co-instructor for a synchronous online course in Operations Management, which provided invaluable experience in leading course delivery and further refined my teaching practice. 

In my current role as Assistant Professor of Business Administration at Wartburg College, I teach Principles of Managerial Accounting and Business Finance. I design my courses around three guiding principles: conceptual clarity, quantitative readiness, and practical application. My syllabi are structured to ensure students not only learn the material but understand the “why” behind each concept. To support this, I embed short math review sessions into the early part of the course to prepare students for the more quantitative topics, helping reduce the perceived complexity and bias often associated with formulas and calculations. 

My lectures are designed as conceptual narratives—each topic builds on the last in a way that mirrors a story. This flow helps students intuitively grasp connections between chapters and understand how foundational principles evolve into advanced applications. 

I apply a diverse set of assessment methods tailored to different types of learning objectives: 

• Mind maps encourage students to visually connect and retain the weekly material, reinforcing the logical flow of concepts. 

• Quantitative assignments are used to test students' ability to apply financial and accounting formulas in structured problem-solving settings. 

• Simulation exercises allow students to engage in real-world decision-making scenarios, helping them bridge theory and practice. 

• Case studies serve as comprehensive evaluations of both conceptual understanding and analytical skills. These multi-part assignments, culminating in presentation reports, also help identify learning gaps while offering me a valuable tool for refining course content each semester. 

Across all courses, I aim to provide an inclusive and reflective learning environment that adapts to diverse student needs and promotes independent, critical thought. I also see teaching as a form of continual self-improvement: student feedback, performance on case studies, and classroom engagement all inform my ongoing development as an educator. 

Teaching Interests 

My teaching interests encompass a wide range of subjects central to industrial engineering and management, including Supply Chain Management, Game Theory, Statistical Methods, Data Analysis, Accounting, Finance, and Operations Management. I am also open and adaptable to teaching other related courses as needed, based on institutional needs and student interest. 

Teaching Pedagogy 

A common challenge in traditional academic settings is the gap between theoretical concepts— particularly in the analytical areas of operations management—and their application to real-world decision-making. My teaching methodology is designed to bridge this gap by guiding students through a smooth transition from academic understanding to practical problem-solving skills. 

To support this goal, I move beyond textbook examples and actively incorporate exercises that simulate real-life scenarios. This strategy helps students better understand abstract methodologies through relatable, tangible experiences. For instance, while assisting students with final projects in an operations management course, I introduced Multi-Criteria Decision-Making methods using familiar examples such as choosing an apartment or a car. By encouraging students to analyze these decisions based on their own preferences and criteria, they were able to engage with complex concepts more intuitively and confidently. 

Another example involves topics such as inventory management and uncertainty. Recognizing that textbook examples were often too abstract for initial comprehension, I collaborated with the course instructor to develop more accessible, engaging examples to be used during lecture sessions. These adjustments helped students grasp key concepts earlier and better prepare for assignments. 

Summary of Teaching Evaluations and Selected Quotes from Recent Evaluations

Operations Management: Fall 2023 (4.76/5), Spring 2024 (4.3/5)

- “TA gave very detailed and specific feedback. I could tell she was being much nicer and more respectful than I would have been regarding some of our work...”

- “Our TA was exceptional; she was very responsive, helped me understand how my work would be evaluated and was accessible. “

- “I felt that the professor and the TA really cared about our success in the class.”

- “As an add on note I would love to tell that I have best TA for this semester is Sahar. She is very good and very nice to all of us she did not show any partiality to any student over the class. she is very friendly and supportive to be honest with her to tell whatever we are going through out the assignments.”

Sustainable Supply chains and Operation  Management: Spring 2025 

Game Theory

Course Description

In this dynamic course, we will embark on an engaging exploration of Game Theory, a critical tool in mathematics and economics that unravels strategic dynamics behind decision-making processes. Whether in competitive or cooperative settings, game theory helps us predict and understand outcomes in diverse scenarios—from economics to real-life situations.

This course is tailored for both beginners and those looking to solidify their understanding of foundational principles. We will focus on three core concepts: zero-sum games, Nash equilibrium, and the prisoner’s dilemma. These will serve as the building blocks for deeper explorations into advanced topics like cooperative games, repeated games, and mechanism design in future courses.

Our goal is to help students bridge theoretical insights with real-world applications, leveraging their existing mathematical and logical skills.

Course Outcomes

By the end of this course, students will:

• Master Fundamental Concepts: Develop a strong grasp of zero-sum games, Nash equilibrium, and the prisoner's dilemma within game theory.

• Apply Mathematical Models: Create and apply models that simulate real-world competition, identifying strategic interactions.

• Analyze Complex Scenarios: Critically evaluate strategic elements in competitive situations, predicting outcomes through mathematical models.

• Design Strategic Solutions: Devise optimal strategies for competitive or cooperative scenarios using game theory principles.

• Integrate Interdisciplinary Knowledge: Relate game theory concepts to fields such as economics, biology, and political science.

• Communicate Clearly: Develop strong communication skills to effectively present game theory insights, both in writing and verbally.

• Strengthen Critical Thinking: Hone strategic thinking and problem-solving skills, enabling a methodical approach to complex challenges.

Teaching Strategies and Materials

To maximize student engagement and learning outcomes, the course incorporates a variety of teaching methods:

• Lectures with Slides: Offer a structured introduction, helping students grasp key concepts and build a foundation for more advanced topics.

• Videos and Case Studies: Include real-world examples to make abstract concepts tangible, accommodating different learning styles.

• Interactive Class Activities: Encourage participation and discussion, providing immediate feedback to clarify concepts and foster engagement.

• Assignments and Quizzes: Reinforce learning through practical application, assessing understanding and encouraging critical thinking.

• Group Projects: Promote collaboration and application of game theory to real-life scenarios, enabling deeper exploration of course content.

• Rubric for Assignments: Provide clear criteria for evaluation, emphasizing correctness, clarity, and creativity.