Teaching Interests and Philosophy

Interests:                                                                                                    Teaching Experience:                                                                 

·   Enterprise Systems (config., planning, strategy)                              ·   Information Security Systems

·   SAP (future certifications)                                                                 ·   Quantitative Business Methods

·   Accounting Information Systems                                                       ·   Management Information Systems

·   Computer Forensics                                                                          ·   Business Statistics

·   Business Intelligence                                                                         ·   Object Oriented Programming

I firmly believe that each student holds the potential to transform our business environment in the near future; and that we as instructors have the responsibility to influence tomorrow’s business leaders in a positive way. It is our duty as instructors, to align our educational strategies with those of the institution we serve, fostering the advancement of education, creativeness, artistic production and the promotion of knowledge. An instructor’s role is to guide and be a catalyst of knowledge transfer, not just the sole source of information. I believe students must be encouraged to search for knowledge through investigatory skills in scenarios that can be applied to real business settings. As an educator, I aim to help students meet their fullest potential in my designated field, assuming the role of a mentor who guides students through the vast universe of knowledge.

I was immersed as an instructor at UTEP’s College of Business Administration and it has been an extraordinary experience. Nothing in my professional background prepared me for the invaluable satisfaction I have obtained from being able to inspire knowledge in an effective manner. I am honored to teach business students who normally commute to school and work at least part time to sustain their objectives. This demographic demands a unique approach to teaching that recognizes dynamic times and places when assigning projects, utilizing virtual tools that can facilitate this progressive approach to education. As business educators we must adopt a transformational educational method designed to respond to the increasing global interdependencies on information technology, the rapidly changing customer demands, business practices, and the heterogeneity of any student body. As such, successful training and education training should take a customer-centered approach in which the learner takes a proactive role in the education process. Throughout my recent experience as an instructor, I have been able to apply current business technology tools to better prepare students for real-life applications of the subject I am teaching.

As an instructor, it is important for me to maintain a commitment to accessibility, respect, and quality of instruction.  More importantly, I have a pledge to provide service-oriented instruction that is demonstrated by the students’ ability to remain engaged in their assignments, their collective comprehension of the subject matters and their ability to apply the absorbed knowledge in real life business scenarios.  Effective learning can only occur by utilizing information technology resources to facilitate shifting the focus from “training” to “learning”. To accomplish this, my classes aim to shift away from the traditional, mostly passive learning in a teacher-centered system to an active and interactive experiential learning. By increasing the amount of control learners have over the learning process and the interactivity, well-designed virtual learning materials can be more efficient and effective in enhancing the cognitive gains of students than traditional alternatives. My courses are designed to be intensive and highly demanding on the level of students’ diligence. Such high expectations are met with my commitment to detailed learning outcomes, meticulously mapped throughout the course and assessed with clear grading practices to guide students to successfully meet their goals.

In addition to the regular curriculum in class, students are incentivized to obtain industry standard certifications in connection with my courses to validate their readiness for employment in the fields.  This curricula alignment with standard industry expectations is intended to significantly improve the employment opportunities of our students and further assist in the economic development of our community. This approach recognizes that as instructors we have the ability to better match the entry-level job requirements in the IT field by developing skills that are intended to demonstrate technical mastery in addition to the business expertise outlined by business curriculum standards. 

Last but not least, my course curricula are designed to integrate community service projects that connect our students’ skills with non-profit organizations seeking to fulfill noble goals.  By providing class incentives, I can join my students in serving the community we live in, while exposing student to experience the importance of civic engagement, leadership and service.  While some of my students have established new friendships, most have learned about the community’s needs and the positive impact they can make when they serve others. Many volunteers continue to serve community partners today.

The direct feedback from my students along with my student evaluations can be a testimony of my commitment to service.  I would treasure the ability to further my role as a mentor of tomorrow’s business leaders in the area of information systems.