Some aspects of my teaching philosophy can be summarized as follows:

I enjoy teaching very much and find it equally challenging to teach undergraduate and master's students specializing in management science as to teach non-majors who, for the most part, lack a strong quantitative background. In either case, the challenge is basically the same: explaining techniques and concepts that are elementary to me in a manner that makes them understandable, if not elementary, to the student.

Although my lectures assume the required reading has been done, they do not assume that everything that has been read has been understood. I have never seen a textbook (including my own) that explains a technique or concept so well that I feel that there is nothing I can add that will clarify or strengthen the students' understanding. At the risk of perhaps boring the best students, portions of my lectures do cover material from the reading.

Since we admitted all students, I feel a responsibility to each of them. In general, my lectures are aimed at the middle of the class. I believe office hours have two purposes: to help the bottom third with fundamental topics they did not fully understand during lecture, and to discuss with the upper third advanced topics only briefly mentioned in lecture.

I feel that one of the most important aspects of teaching is to leave the students feeling not only that they have learned something but that they have learned something useful.

I prepare handouts for almost every lecture. These handouts are not verbatim lecture notes but contain three types of material:

Definitions, notation, and statements of examples to be worked in class; otherwise, much in-class time would be wasted while I write them on the board and students copy them into their notes.

Summaries of lengthy definitions and descriptions of concepts that students otherwise would not be able to get so explicitly into their notes.

Complete derivations to be gone over in class; students can then watch the derivation rather than be concerned about trying to copy it.

I find that these handouts allow me to effectively cover much more material than would otherwise be possible.