FPX 8420 Assessment 6 Teaching Philosophy Name Capella university DB-FPX8420 Teaching Business in Higher Education

Teaching Philosophy

As a lifelong learner now educator, my teaching philosophy is rooted in the belief that learning is a collaborative and transformative process that empowers individuals to reach their full potential. I strive to create an inclusive and engaging learning environment where students feel valued, supported, and challenged to think critically and creatively. Central to my approach is the integration of adult learning frameworks, which recognize the unique experiences, motivations, and learning styles of adult learners, and prioritize active engagement, relevance, and self-directed learning. Adult Learning Framework One framework that significantly influences my teaching philosophy is Knowles’ Andragogy Theory, which emphasizes the self-directed nature of adult learning and the importance of tapping into learners’ prior experiences and motivations (Knowles, 1984). In designing my MBA course on supply chain management, I applied principles of Andragogy by incorporating opportunities for students to actively participate in their learning process, reflect on their experiences, and apply theoretical concepts to real-world contexts. For example, the case study analysis in the assessment encourages students to draw on their professional experiences and critically analyze supply chain challenges. Another framework that informs my teaching philosophy is the Experiential Learning Theory proposed by Kolb, which suggests that learning is a cyclical process involving concrete experiences, reflective observation, abstract conceptualization, and active experimentation (Kolb, 1984). In developing the lesson plan and assessment for the supply chain management course, I incorporated experiential learning opportunities such as case studies, discussions, and real-world examples to engage students in active learning and promote deep understanding of the subject matter. DB FPX 8420 Assessment 6 Teaching Philosophy A direct correlation to my teaching philosophy is a commitment to continuous improvement and self-awareness. I recognize that effective teaching requires ongoing reflection, feedback, and professional development to refine instructional practices and meet the evolving needs of learners. Throughout the course development process, I actively engaged in scholarly literature research and reflected on my own teaching experiences to enhance the quality and effectiveness of the materials and learning experience. Teaching Materials The teaching materials developed for the MBA course on supply chain management reflect my teaching philosophy and the principles of adult learning frameworks in several ways. The lesson plan prioritizes active engagement, relevance, and application of knowledge through interactive lectures, case studies, and real-world examples. Additionally, the assessment tasks are designed to promote critical thinking, reflection, and self-directed learning, aligning with the principles of Andragogy and Experiential Learning Theory. The incorporation of diverse scholarly and practitioner evidence in the lesson content, such as articles by Christopher (2016), Ivanov & Dolgui (2020), and Seuring & Müller (2008), demonstrates my commitment to providing students with a comprehensive and research-based understanding of supply chain management concepts and trends. By grounding the teaching materials in both theoretical frameworks and practical insights from industry experts, the aim to equip students with the knowledge, skills, and mindset needed to succeed in today’s dynamic business environment was accomplished. Summary In summary, my teaching philosophy emphasizes collaboration, active engagement, and continuous improvement, guided by principles of adult learning frameworks such as Andragogy and Experiential Learning Theory. The teaching materials developed for the MBA course on supply chain management reflect these principles through their focus on relevance, application, and student-centered learning experiences. Through ongoing reflection and refinement, I am committed to enhancing the effectiveness and impact of my teaching practices to empower students to achieve their academic and professional goals. References Christopher, M. (2016). Logistics & Supply Chain Management. Pearson UK. Ivanov, D., & Dolgui, A. (2020). OR Spectrum: Quantitative Approaches in Management. Springer. Knowles, M. S. (1984). Andragogy in Action: Applying Modern Principles of Adult Learning. Jossey-Bass. DB FPX 8420 Assessment 6 Teaching Philosophy Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall. Seuring, S., & Müller, M. (2008). From a literature review to a conceptual framework for sustainable supply chain management. Journal of Cleaner Production, 16(15), 1699-1710.