Teaching

OS 410: Advanced Organizational Research Methods

“This course focuses on research methods in organizations, including interviewing, observation, survey methods, and data collection and analysis. Team based learning combines lecture, discussion, and field research methods in organizations.” As a capstone project, students developed an original research question based on the literature, collected and analyzed data from a real organization in the Ann Arbor area.

I led weekly discussion sections with 46 students. I come up with my own lesson plans, help design assignments, provided a lot of help with students’ research, and graded a majority of the assignments.

OS/ENV 208: Business and the Natural Environment

“This course is an introduction to business and sustainability. It explores how corporations take into account social and environmental impacts in addition to financial performance. The goal is to help students develop the skills to critically analyze these corporate activities and recognize strengths and weaknesses in different corporate strategies.”

I taught three weekly discussion sections with a total of 61 students. Apart from the usual course admin, I came up with my own lesson plans, helped design assignments and graded them.

OS 310: Formal Organizations and Environments

“Survey of theory and research on formal organizations from sociological and economic perspectives. Emphasizes multiple levels of analysis in organizational theory from internal structure and practice to organization-environment relationships. Students will apply theories to existing case studies and develop original case research over the course of the semester.”

This is an Upper-Level Writing Class (mandatory for Organizational Studies majors), which meant that students had to produce several substantive pieces of writing, and revise them based on my feedback. Apart from the usual course admin, I provided an optional discussion section, helped design the assignments, graded, and provided extensive feedback on essays for 50 students.

STRATEGY 302: Business Strategy (Introduction to Strategy)

“This course develops concepts and analytical frameworks for creating a sustainable
competitive advantage. We adopt the perspective of a manager who has responsibility for a
firm’s performance. Such a manager needs to understand the basis for the current
performance and identify the changes that are likely to affect future performance. The
manager must then formulate and implement strategies using the firm’s resources in order to
compete successfully in its new environment. The strategy must define the scope of the
firm’s activities, the logic through which the activities result in better performance, and why
the firm is able to carry out those activities better than its competitors.”

Apart from course admin, I graded regular student assignments, offered office hours and provided analyses of student responses for 59 students.

POLSCI 140: Introduction to Comparative Politics

“This course is an introduction to the social scientific study of comparative politics. It is motivated by questions that are relevant to the understanding of politics today. These questions include but are not limited to: Why are some countries democratic and others authoritarian? What are the explanations for rapid growth and development in some parts of the world but not others? How do racial, ethnic, and class divisions emerge and persist in different societies? And how do different types of political institutions affect outcomes such as inequality, political participation, and regime stability? Students will be given tools to help answer these questions and more!”

I taught three weekly discussion sections with 59 students total. I designed lesson plans and graded all assignments. The class had just adopted a ‘gameful’ design, which meant that students could choose what weekly assignments they wanted to submit. Students were not very happy about the number of assignments they had to submit, and GSIs had an astronomical grading-load.

Evidence-based Entrepreneurship

I tutored a senior college student from the US. I designed my own syllabus based on the student’s interests in entrepreneurial opportunity recognition/creation, assigned weekly reading, graded their essays, and met with them for a 1-hour long tutorial each week.

Comparative Political Economy (Advanced Topics in Political Science)

I tutored senior Stanford students from the US. I designed my own syllabi based on students’ interests, assigned about 10 readings each week, graded their weekly essays and met with each of them for a 1-hour long tutorial each week.

Tutor for Comparative Political Economy

I tutored four senior students from Brasenose College who enrolled in Comparative Political Economy at Oxford University. Weekly tutorials included about 10 articles per week, a five-page long essay on a question of my choosing related to the week’s topic, and an hour-long conversation with each student.

Academic Publishing for Scholars from the Global South

Developed and taught two seminars on writing and publishing academic work for early-career scholars from Myanmar. Invited by Kai Ostwald (UBC).

POLSCI 140: Introduction to Comparative Politics

I replaced another GSI at short notice near the end of the semester to grade final assignments and provide feedback to students.

POLSCI 140: Introduction to Comparative Politics

“Anchored in and informed by history, this course will analyze the foundation of modern politics. It will offer an analytic overview of such key concepts as the state; modern governing mechanisms such as legislatures and executives; and spend a considerable time looking at that quintessentially modern political structure called “party”. Moreover, the course will offer an understanding as to how collective identities express themselves politically. Thus, particular emphasis will be given to conflict (as well as consensus) surrounding such collectives as class, ethnicity, religion, gender and, above all, that of nation.”

During the height of the Covid pandemic, I taught three weekly discussion sections asynchronously with 49 students total. The assignments were centered around two substantive papers, and I met all my students at least once in 1:1 meetings via Zoom despite time zone differences, etc.