Teaching Methods

To implement my teaching philosophy , I use the following instructional methods (please click on each for details):

(a) Question-Answer Methodology  
(b) In-Class Examinations  
(c) "Two-Minute" Homework  
(d) Setting up of the Quality Council  
(e) Group Projects and Software Presentations  
(f) Out-of-Class Communication Channels  
(g) Mutual Feedback

The above methods comprise an integrated package to implement my teaching philosophy. The Question-Answer format, Exams and the Two-Minute Homework foster analytical thinking and continual learning, both within and outside the classroom. The Quality Council, Group Projects and Out-of-Class Communication instill in students a sense that the instructor and peers are their facilitators. Also, these provide the students and the instructor with the means to interact and share their knowledge effectively, thereby reinforcing the learning process. Finally, the mutual feedback encourages self-evaluation, listening and constructive criticism.

(a) Question-Answer Methodology: Instead of the traditional lecture style, a question-answer format is the mode of instruction used in the class. Participating in this process is the single-most important component of learning offered by my courses. True learning starts unfolding experientially, as the "right" questions for chartering out the path to analysis, start coming from the students. This interactive format stimulates independence in thought and action.

(b) In-Class Examinations: The exams are a tool for evaluation, providing feedback and deepening the learning experience. I emphasize beforehand that the exams are committed to reinforcing the "why?" and "how?" of analysis, requiring critical evaluation and creative solutions. Even though the exams are closed-book, students are allowed to bring a "cheat sheet" on which they can choose to write anything they want. My belief is that, in the process of making this cheat-sheet, students develop the skills to summarize important points for easy reference. Interestingly, it is not unusual for students to tell me that they did not have to refer to the "cheat sheet", for the contents of the sheet became etched in their memory.

(c) "Two-Minute" Homework: Typically, each class ends with a short "two-minute" question which students have to mull over at home and answer during the next class meeting. Besides reinforcing the commitment to the thought process beyond the classroom, it helps maintain continuity between successive class meetings.

(d) Setting up of the Quality Council: A peer group of two to four elected students is the forum for implementing student empowerment. The Quality Council works with the class in forming teams, planning projects, setting goals, coordinating presentations, and managing resources. The Quality Council provides feedback to the instructor based on its close interaction with student teams. It also helps administer peer reviews on projects and presentations. Most importantly, it introduces students to the real-life organizational setting where Quality Groups regularly facilitate improvement initiatives.

(e) Group Projects and Software Presentations: This component of the course requires creative, collective and cooperative thinking both within and among teams. Each team works on a case built around a real-life problem specific to an industry or organization. Teams collect data from multiple sources such as books, cases, articles in periodicals, academic journals, the Internet, accounting reports, etc. Using this data and the mathematical models/supporting software (learnt in class), each team analyzes its assigned problem and recommends specific solutions. Each team submits a final report, which is a product of group learning. The teams also share their results and recommendations to their peers, using visual and multi-media presentation aids.

(f) Out-of-Class Communication Channels: In addition to classroom meetings, interaction also occurs via face-to-face meetings/reviews with individual students and project teams. E-mail, Web-based message boards, course chat rooms are also used to facilitate interaction among team members, the Quality Council, and the instructor. In all these forums, mutual listening and the value of patience are encouraged and the pitfalls of arriving at conclusions prematurely are reinforced by example.

(g) Mutual Feedback: Feedback to the students on individual and group activities is continually administered through multiple channels such as the instructor and peer groups. Feedback on the quality of instruction is collected through formal mid-term and end-term reviews, as well as through communication with student groups and the Quality Council.