Carnegie Mellon University
- 67-101: Concepts in Information Systems (co-taught) (Spring 2010-2014)
- 67-250: Information Systems Milieux (Fall 2008-2014, Spring 2008, 2015-2019)
- 67-321: Social Informatics (Spring 2016)
- 67-325: Global System Delivery Models (Fall 2007, Spring 2009, 2010)
- 67-329: Contemporary Themes in Global Systems (Fall 2015, 2017, 2018, Spring 2011-2014, 2017)
- 67-373: Software Development Project (co-taught) (Spring 2008-2015)
- 67-373: Information Systems Consulting Project (co-taught) (Spring 2016-2019)
- 67-475: Information Systems Applications (co-taught) (Fall 2007-2015)
- 67-475: Innovation in Information Systems (co-taught) (Fall 2017-2018)
- 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)
- Girls in STEM and Arts Camp: Web Developer Workshop (Spring 2018)
ITT Technical Institute
- PM4530: Management of Global Projects (co-developed with Randy Weinberg)
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 the most positive learning outcomes come from experiences in an applied environment. Therefore, I use problem-based learning approaches in my courses, relying extensively on activities, exercises, demonstrations, and other interactive classroom experiences. Further, given the challenges that often arise in the information systems field, my pedagogical approach frequently mimics the “real-world.” 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 and I encourage them to be active participants rather than passive observers. My role in the classroom is that of a facilitator – one who devises materials, presentations, and exercises that promote dialogue and analysis of concepts inherent in the information systems field. I limit my lectures to core material and concepts. The majority of class is devoted to activities that engage students in problem solving, discussion, and reflection. I see myself as less of an instructor in the traditional sense, and more of a mentor or a guide.
- Develop Students’ Critical Thinking and Problem-Solving Skills – Critical thinking and problem-solving skills are perhaps the most valuable abilities our students develop while pursuing their degrees. The information systems field operates in a complex environment where there are often multiple solutions to any given problem. Consequently, 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 scenario-based learning that requires careful analysis before solutions can be developed or conclusions can be reached. I frequently use case analysis or problem-decomposition exercises as primary assessment components.
- Expose Students to Human and Social Considerations – I believe that building core competencies in the areas of collaboration (co-located and distributed), teamwork, project management, and communication skills are central for success in the information systems field. I design assignments to help students develop these skills through team-based activities and projects with a variety of technical and non-technical requirements. Further, I recognize that I am helping to educate a generation of leaders who will manage rapid technical advances that constantly pose new questions and social challenges. I focus on ethical decision-making and analysis of complex issues from multiple stakeholder perspectives where there may not always be a ‘right’ answer. My courses typically include exposure to diversity, engagement with social issues, and reflections. As an educator, I have an opportunity to help my students become better citizens who care about the world around them. I feel like I have succeeded in the classroom if at the end of the term my students are thinking about a technical topic in a way that is situated within a human and/or social context.
I recognize the students enrolled in our program are future leaders in the information systems field and interdisciplinary areas of study. My 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 our students to address the challenges they will face within and beyond the university.