M.S. Public Policy and Finance, Carnegie Mellon University
B.S. Mathematics, Chicago State University
Sloan Fellow, Harvard University
...and to that self always be true.
The greatest key to success is the ability to work well with others. In order to accomplish this goal you have to understand yourself, and learn what you have in common with your organizations and associations. For me, it's the love of instruction.
Simply put, there's nothing more important to me professionally than the education of our students. Becoming a Faculty-in-Residence allows me the ancillary opportunity to interact with our students outside of the classroom and to support their academic efforts (both direct and indirectly) as they matriculate through the University. I often reflect on those mentors that I looked up to and who have made a difference in my life, and I hope to do the same in the lives of our students.
My interests have consistently circled around public policy and philosophy, with a strong emphasis on data analysis. Fortunately, I have found that these areas provide an excellent forum for students to begin to identify their beliefs and values. It also provides an opportunity to appreciate contrasting viewpoints so as to develop critical ideas that begin to serve as collaboration.
As a holder of a graduate degree in Public Policy, along with an undergraduate minor in Philosophy, I look forward to serving as facilitator/moderator for discussions concerning civic engagement, working with students to formulate and discuss their ideas on the matters that shape our nation and world.
My teaching method can be described as somewhat Socratic. This is done so as to prepare myself for the varied ways students interpret content and subsequently learn.
I teach to have the student arrive at the "ah ha" moment, as in "is that it...oh, I get it". Once I get there, they begin to believe in their abilities, and will as a result begin to challenge themselves. I do not want the course's content to challenge the student in that the result is intimidation or self doubt. I want to challenge only to the point to promote interest and self-belief. Once students begin to believe in themselves, and they couple this belief with tenacity, they genuinely become limitless. This, I believe, is the true co-component of teaching.
Two additional vital components of instruction are the aspects of critical thinking and the goal of constantly striving to improve how to learn. The former concerning critical thinking resolves around always questioning, so as to subsequent understand why we undertake our endeavors. The latter, also a lifelong goal, involves striving to improve how we think both logistically and intelligently. Combined they force us to ask why do we what we do...and is this what we should be doing.
My professional background runs the gamut of the private sector, both corporate and entrepreneurial, to over ten year in the public arena.