I am capable of teaching any marketing course. However, given my research interests, I would love to teach courses on marketing principles, digital marketing, marketing research, marketing analytics, social media marketing, and product strategy.
I believe teaching is the unique opportunity to share insights and scholarly knowledge obtained through my own research and other academic work in the classroom. My focus while teaching is on developing students’ ability to learn as well as bringing an inclusive atmosphere to them. Following this philosophy, my aim is to develop the knowledge and skill needed for active and collaborative learning.
Based on the training and experience I gained as both an instructor and a teaching assistant (summarized in the table below), I utilize evidence-based approaches in developing course material, designing learning activities, and building accessible learning environments in order to promote student learning and success. In addition to my experience as an instructor, I am also participating in the Certificate of College Teaching program offered by the Office of Instruction and Assessment at the University of Arizona.
Teaching Experience at the University of Arizona
|Instructor (Summer 2017)||Analytical Methods in Business (Lab)||4.3/5.0|
|Sessional Instructor, Bass Model (Spring 2019)||Innovation and Product Management||N/A|
|Teaching Assistant (Fall 2015-2017)||Marketing of Innovations||N/A|
|Teaching Assistant (Spring 2016-2019)||Innovation and Product Strategies||N/A|
|Teaching Assistant (Spring 2016-2019)||Innovation and Product Management||N/A|
The principles and methods which enable me to achieve my overall teaching goals are summarized below.
- Developing Students’ Ability to Learn
Business is a highly versatile field in which the methods required for professional success vary on a case by case basis. Effective learning requires more engagement from the students than just reading textbooks, listening to lectures, and taking notes on the steps of solving the cases. I follow Bloom’s taxonomy (Bloom et al. 1956) and encourage students to develop higher order skills, including applying information, creating novel solutions, and analyzing complex problems. I put a lot of emphasis on helping students develop the habit of transferring their knowledge from one field to other related fields.
In practice, I utilize the documents and manuals of mainstream analytical tools such as Microsoft Excel and IBM SPSS to teach business analytic methods effectively. For each case, I not only show students how to solve problems using tools, but also tell them where to find the relevant sections in the manual. Therefore, when students face a different but relevant task from my cases, they are able to refer to the appropriate materials to guide them.
- Bringing an Inclusive Atmosphere to Students
For business professionals, collaboration with both colleagues and outside partners is essential in everyday practice. I highly value the role of cultural, personal, and social diversity in learning progress. Therefore, I try to provide many opportunities for students to work with each other. This is done in order to help the students develop cooperative skills with people from different backgrounds.
To ensure the appropriate environment for students to cooperate effectively and safely, I pay special attention on protecting the inclusive atmosphere in both the classroom and the online learning system. Explicit rules are introduced in my class to avoid any misunderstanding on inclusivity issues, including being professional, courteous, and respectful in communication. Students are reminded that while expressing disagreement is acceptable, disparagement is not. Further, they are encouraged to choose words carefully and keep topics clear when making mail conversation with others, and so on.
Overall, the aim of my teaching is to maximize students’ engagement in the classroom, online, and through group collaboration so that they can be better prepared for future professional and academic pursuits.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals by a Committee of College and University Examiners (Handbook I: Cognitive Domain). New York: Longmans Publishing.