Sol Price School of Public Policy, University of Southern California PPD 571 “International Public Policy and Management Seminar” Fall 2016 PPD 542 “Policy and Program Evaluation” Spring 2016 PPDE 661 “Methods for Equity Analysis” Fall 2015
School of Foreign Service, Georgetown University ECON 543 “Advanced International Finance” Spring 2014 ECON 544 “Advanced International Trade” Fall 2013
My Teaching Story
On that day, my teaching of quantitative research methods was not working well with my students. When I saw their eyes, they were not with me. I then, in the moment, thought about a cognitive hook that would walk them through the content by giving them the context and rationale (Feldman 2007). Many students say, “I am taking this class because I have to, but I won’t need it in my career.” They are not interested in topics such as quantitative research methods because they are less confident about the topic and think that they won’t use it in the future.
As a teacher, this is why I ask my students and myself “Why are we doing this? And where are we now? ” Once these questions are clear, students learn best because they find a value in learning the content and then can apply it to different settings and make real world applications. Gardner (1999) argues that a learner can be at the true level of a knowledge master when he or she can act as a knowledge-producer and not merely as a knowledge consumer.
That day, I stepped back from teaching just the content. Then, I slipped a road map into my students’ minds. With that road map, they saw how the logic of causal inference and scientific thinking is closely related to the ways they think about their choices and decision-makings in their everyday lives. In fact, the use of real world examples further helped them realize that the concept of the method was something they were already familiar with. In my teaching, I place a great emphasis on preparation, organization, and content clarity (Feldman 1989).
My wife tells me, “You should be a professor because you like talking and you need an audience.” This statement is true in only half. The reason why I teach is because I become happy and satisfied when I see others learn and grow through my teaching. The valuables in my life are relationships. Seeing others grow and develop and find their own ways, in part due to my teaching, enriches my life as well as theirs. I enjoy intellectual discussions, and I can only fill my intellectual appetite when there are other companions in this journey together. Teaching students at a college is such a meaningful joy to me.
References Feldman, Kenneth A. 1989. "The association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multisection validity studies." Research in Higher Education 30, (6): 583-645. Feldman, Kenneth A. 2007. "Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings." In The scholarship of teaching and learning in higher education: An evidence-based perspective, pp. 93-143. Springer Netherlands. Gardner, Howard. 1999. The disciplined mind. New York: Simon & Schuster.
Courses I am ready to teach
I am prepared to teach “Quantitative Research Methods” and “Introduction to Public Administration", "Introduction to Policy Analysis", and "American Politics” among many and offer other major courses in public administration or public policy analysis including local government, intergovernmental management, public financial management, and policy analysis practicum. I am also interested in designing a conjoint course between “International Relations” and “Public Administration” with my teaching and education background in both tracks. I see my teaching as a venue to deliver interactions between research and practice to students so that they can develop their own arguments prudently over political controversy and policy issues.
Teaching Evaluation from Teaching Professor
"I met Brian as he was a student enrolled in my Spring Teaching Seminar. Brian is a born teacher. What made Brian such an incredible teacher at this early stage of his career as a teaching professor is his passion and care for his students, his successful organization of instruction material, and his clarity of presentation for deep understanding and student learning."
Deborah J. Natoli, PhD., Associate Professor (Teaching) at USC
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