Desire to Develop Confident Professionals Who Think Critically

The purpose of a business education is more than an introduction to core concepts (such as industry analysis, the marketing 4Ps, and Porter's Five Forces); it is about developing young professionals who can confidently enter the workforce with a basic understanding of business processes and the ability to learn about and adapt to their specific position and the greater environment. This is especially important in Management Information Systems given the rapidly changing technological environment and the varying systems employed within organizations.

Students learn best what they can apply to their lives and their environment. If they can take classroom concepts and apply them to a real-world project, the opportunity for deep engagement and learning is enhanced. Keeping apprised of current events can also make the classroom feel more relevant to life after college. This belief in application is based on my experiences as a student in the business school.

When I teach students in MIS, I have three goals:

1. To encourage critical thinking and creativity, particularly in regards to problem-solving,
2. To challenge students and help them realize a greater extent of ability, and
3. To assist in their development as young professionals.

Problem-solving requires some measure of creativity because the most obvious responses are often already addressed, especially when considering the business environment and how a company might proceed. It also requires the ability to analyze available information--in addition to acquiring or accessing that information--and evaluate alternatives. Thinking critically is necessary in justifying decisions and selecting the best alternative given what is known and the context in which it will be applied. A case competition or other project of similar scale and scope provides an opportunity to develop these skills and practice making practical recommendations. Case studies present a smaller scale and scope for practice, as well.

I believe we are never fully prepared for what life (or work) brings us. There will always be a challenge where we don't believe we have the skills or the knowledge to be successful. If we don't try, though, we don't grow. One of the safest places for a young person to stumble is the classroom. It is a disservice to students if we don't expect them to work at their education. As such, I believe in providing a substantial challenge--again, in the form of a project, though it can manifest in different ways. It could be thought of as a stretch goal, something achievable with some additional effort. The course is scaffolded to support students and build the skills and abilities required to tackle each aspect of the challenge. My intention is not for students to fail; while failure is a part of life and shouldn't be stigmatized, I want to build students up and show them they are more capable than they may believe. I include safety nets (deadlines for sections of the project) throughout the semester in order to evaluate their progress and look for signs of someone struggling or venturing off-course so I can provide additional support or direction. I want to boost their confidence, not destroy it.

Lastly, these are our young professionals. They need to be prepared for what comes after college is finished and they're working full-time. Developing young professionals, to me, entails fostering responsibility and encouraging an awareness of current events. The former arises in the form of deadlines, acceptable dress for presentations, and proper communication. Although I have set deadlines for parts of the project, there is some flexibility if the student is timely in raising concerns. The one deadline that cannot be moved is the end of the class. Deadlines also encompass exam dates, which can be flexible for timely excuses and (if requested) proper documentation, and assigned reading. Acceptable dress may be business casual or business professional, both of which can have complex guidelines (particularly business casual). Proper communication includes arranging for meetings outside of office hours, using proper grammar and email etiquette, and submitting requests over an appropriate timeline--i.e. requesting an extension a day or two before a deadline instead of two hours before the deadline.

Current events are important because the business environment is impacted by many external factors (i.e. politics, technological changes, consumer confidence, etc.). College campuses often become a bubble where the rest of the world can seem distant and irrelevant. However, part of being a young professional is understanding the environment around you and your organization. Current events are not just applicable after graduation; they can also be used to demonstrate course concepts in action. For example, when discussing security concerns and implications in information systems, a conversation including the Yahoo! breaches or the Wells Fargo accounts fiasco can help make the content more real and, thus, more memorable.

When I teach, I want to facilitate student learning. Not just of the course content, but of skills students can carry with them as they complete their degree programs and enter the workforce. My goal is for each student to grow as a confident professional who can analyze and adapt to their environment.

(**Please note: Other than lecturing a few class sections of MIS 200--which entailed following the already developed PowerPoint slides--I have not taught a class or been solely responsible for a course, yet. This is why this teaching philosophy statement lacks specific details. However, I drew on my experiences as a student in terms of approaches to which I especially responded well and on the reflections I've had in the past couple months in this course of how I intend to approach a classroom.)