I take teaching as seriously and enjoyably as my research, and my teaching philosophy has been shaped by all my teaching and research experiences. First and foremost, I see my role as training the next generation of professionals and scientists. It's incredibly rewarding to interact with students and encourage their passion and curiosity in computing and information science. The computing and information science disciplines have vast potential to impact the educational mission of universities and colleges, presenting new opportunities and challenges. With computer science and information systems departments seeing an enormous increase in undergraduate and graduate enrollment, it's an exceptional chance for a teacher/researcher in the new computing era (and post-pandemic era) to rethink curricula, reflect emerging concepts, and develop activities that introduce new computing and information skills into other disciplines. 

Secondly, I recognize the diverse scholarly intellectual backgrounds that students bring with them. I believe that students from different disciplines should be able to leverage the power of computational and HCI/AI/IS research in various contexts, from studio arts to computational biology, from digital humanities to data sciences. It's also crucial to address the diversity gaps in information science by exploring how to attract and retain underrepresented student groups. I strongly believe that personalized teaching methods, such as short lecture videos, can improve the learning experience by bringing together a customized array of resources to match the interests and aspirations of each student. This approach empowers educators with learning innovations that help to refine and guide each student's career path. 

Through my experience teaching undergraduate and graduate courses and conducting research in prestigious universities, I have learned techniques to better engage with and impart significant technical knowledge to a very diverse group of students. I will incorporate these lessons into my teaching. Below is a list of courses that I have taught.

@University of Nebraska Omaha

ISQA 8016: Business Intelligence

This course intends to provide graduate students in-depth exposure to the growing field of business intelligence. Business intelligence (BI) consists of the set of concepts and techniques used to analyze business data in support of decision-making and planning. BI spans a number areas of management information systems, including Decision Support Systems (DSS), Enterprise Resource Planning (ERP), Data Warehousing, Knowledge Management, Customer Relationship Management, Data Mining, and others.

ISQA 3310: Managing Database Environment

Introduction to business database design and management functions. The focus is on the use of current database management systems (DBMS) to support the data management function of an organization. Topics include data modeling, database design, SQL, data management and database administration. Hands-on experience in database design, creation, and use is provided.

EMIT 8700: Emerging Challenges

This course introduces Executive Master of Science in Information Technology (EMIT) students to emerging challenges that will be faced by IT executives.

ISQA 8380: Enterprise Architecture and Systems Integration

This course is designed to give students grounding in the concepts, issues, and tools needed to manage enterprise architecture, distributed systems & Internet-based environments. The goal of the course is to equip students to make the architecture and infrastructure-related decisions needed for successful development and use of contemporary client/server and Internet-based systems. Topics include middleware, architecture, XML, JSON, web services, service-oriented architecture, enterprise application integration, distributed computing services, Model View Controller (MVC) development frameworks.

ISQA 3400: Information Technology Infrastructure

This course provides an introduction to IT infrastructure issues. It covers topics related to both computer and systems architecture and communication networks, with an overall focus on the services and capabilities that IT infrastructure solutions enable in an organizational context.

@Pennsylvania State University

IST 311: Object-Oriented Design and Software Applications

IST 311 is among the courses making up the Application Design & Development option in the Baccalaureate degree in Information Sciences and Technology. This course is normally taken in the 5th or 6th semester. It is the first upper-division course in the option sequence. The course is intended to provide students with a background in object-oriented design and object-oriented application development. Students will learn the fundamentals of object-oriented analysis, design, and modeling. They will apply design concepts and develop the skills necessary to bring an idea through the different phases of the application development lifecycle. The course normally involves students working on teams to design and develop working application prototypes.

@University of Pittsburgh

INFSCI 2710: Database Management

Basic graduate course on database systems. Centralized relational database systems with an emphasis on database design, implementation, and administration. Comprehensive coverage of SQL, data modeling, normalization, storage management, transaction management, and query evaluation. Students will develop practical skills in building and maintaining realistic medium-scale database systems. Also covers more advanced topics including data warehousing and OLAP.

INFSCI 2300: Human Information Processing

Introduction to research and theory in human cognition, including perception, attention, pattern recognition, memory, representation of knowledge, language, problem-solving, reasoning, and decision making, with emphasis on modeling human cognition and implications for user interface design and design of intelligent systems.