Courses Taught

Carnegie Mellon University

  • 67-101: Concepts in Information Systems (co-taught) (Spring 2010-2014)
  • 67-250: Information Systems Milieux (Spring 2008, 2015, 2016, Fall 2008-2014)
  • 67-321: Social Informatics (Spring 2016)
  • 67-325: Global System Delivery Models (Fall 2007, Spring 2009, 2010)
  • 67-329: Contemporary Topics in Global Systems (Spring 2011-2014, Fall 2015)
  • 67-373: Software Development Project (co-taught) (Spring 2008-2016)
  • 67-475: Information Systems Applications (co-taught) (Fall 2007-2015)
  • 94-739: Heinz College Master’s Degree Systems Synthesis Project (Fall 2015, Spring 2016)
  • Information Systems Applications in the Community Summer Program (co-taught) (Summer 2008-2011). 

The Pennsylvania State University

  • IST-420: Fundamentals of Systems and Enterprise Integration (Fall 2006)
  • IST-402: Human Diversity in the Global Information Economy (co-developed) (Spring 2006)
  • Graphic for Girls: Digital Moviemaking Camp for Middle-School Girls (Summer 2007)


Philosophy and Methods

My teaching philosophy is based on the facilitation of student learning through hands-on experiences or to learn by doing. I strongly believe that the most positive learning outcomes come from experiences in a relevant and applied environment. In order to accomplish this, I employ a problem-based learning approach comprised of a variety of activities, exercises, demonstrations, and other classroom experiences in my courses. Further, given the complexities and challenges that often arise in the information systems environment my pedagogical approach frequently mimics the “real-world.” My teaching objective is to help students develop the critical thinking skills that are necessary for addressing ill-defined problems and developing solutions to complex challenges.

My teaching philosophy is based on the following approach:

Engage Students with Active Learning

I believe students should be fully engaged in the learning process. I encourage students to be active participants in the classroom rather than passive observers. My role in the classroom is one of a facilitator who devises materials, presentations, and exercises that promote dialogue and analysis of concepts inherent in the information systems discipline. I limit my lectures to core materials and fundamental concepts. The majority of class is devoted to hands-on activities that engage students in problem solving, discussion, and reflection.

Develop Students’ Critical Thinking Skills

I believe critical thinking skills are one of the most valuable abilities an undergraduate student can obtain. The information systems industry operates in a complex environment where there are often multiple solutions to any given problem. Therefore, it is imperative for students to be well prepared in the process of how to evaluate options, draw inferences, and make judgment decisions. I encourage critical thinking through problems and scenarios that require careful analysis before conclusions can be reached. I frequently use case analysis or problem-decomposition exercises as primary assessment components.

Support Learning Experiences in Core Competencies

I believe that building core competencies in the areas of communication, teamwork, project management, and communication skills are central for success in the information systems field. I design assessments to help students develop these skills through team-based activities and projects with multiple layers of tasks. I work diligently to excite students about information systems, yet I recognize that they frequently focus on aspects of the course that they believe will result in receiving a good grade. Consequently, I use assessment activities to support key concepts and learning objectives, and provide students with grading rubrics on all major assignments and projects before the due date. I also work diligently to provide detailed comments and feedback on graded material.

I recognize that the undergraduate students studying in this discipline are future leaders in the information systems field. Hence, my overarching teaching goal is to help develop a cadre of well-rounded, critical thinkers who have skills that span the technical, organizational, and social spheres. I hope this will prepare my students to address the challenges they will face within and beyond the university.