Teaching Statement

While I ensure that the course content is based on evidence-based management, it is very important for me to regularly emphasize the practical relevance of course content to students, especially when teaching courses in OB. During introductions on the first day of classes, a considerable number of students note they are taking an OB class solely because it is a course requirement. This is not surprising given that undergraduate or MBA programs usually don’t have major/concentrations in OB. Therefore, to emphasize the practical relevance of course content, I regularly introduce and discuss case studies with students to show how specific phenomena manifest in everyday work life. I also present examples in popular press/media, including videos from TV shows (e.g., The Office) and news channels. Finally, I also regularly ask students to apply concepts into their own work and career experiences, particularly theoretical models and frameworks.

Students should feel supported and belonged in the classroom. Accordingly, I aim to foster an inclusive learning climate for all students in the following ways. Importantly, I try to provide multiple avenues in which students can participate in class. I find that online discussion questions are especially helpful when asking questions to describe their work experiences or preferences specific to OB topics or phenomena. When analyzing and discussing case studies, I ask students to discuss the case in small groups before having a discussion with the entire class. During this time, I also go around to each group to ask specific questions, and I find that some students who are less likely to talk during class discussions tend to be a lot more engaged. Additionally, I try to present examples of workplace phenomena and issues occurring beyond North American contexts to familiarize students to more diverse perspectives. During a class on workplace stereotyping, students participated in an activity where they explored a case in France where a major company was found guilty of racial discrimination.

I place importance on regular and open communication with students. I inform students that I will take up to two business days to respond to emails, and that they should send follow-up emails if they do not hear back within this time. In practice, however, I usually respond back within a few hours at the most. Furthermore, I find that providing detailed feedback about exams and assignments to the entire class (e.g., common mistakes and errors), in conjunction with individualized feedback forms, helps students increase their awareness on their grasp of the course content. I also believe that instructions and expectations on course deliverables are clear and specific for students to comprehend. Here, I will often repeat administrative information I mentioned verbally through written announcements on D2L, and vice versa. I also minimize ambiguous wording for exam questions as much as I can, particularly when exams use short-answer questions based on case studies. Finally, I regularly let students know that I am open to their questions and feedback during and outside of class such as email or office hours, knowing that not everyone is as comfortable delivering questions and feedback verbally in class.