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GM105: Strategic Management

Engagement • Teamwork • Active Discussion

Reflection on Instructional Change:

I am teaching GM105 (Strategic Management), which covers topics such as stategic management process, corporate strategy, internal & external analysis, strategic initiatives. Selected ACUE Technique I used in my class is 1-min memos and sample exercises. I have incorporated 1-minute memos to gather student feedback and questions on course materials. These memos provide real-time insights, enabling me to make detailed adjustments to my teaching and better meet students’ needs. I also offered sample assignments to give clearer guidance.

I have thought about these activities because although I included comment sections in the peer review survey everytime when I provided assignments, some people did not share their difficulties in the survey as it is in the middle of the semester and they think it should be only related to the assignment. So I thought this 1-min memo activitiy would be helpful for some students who wanted to share real time difficulties and have a separate channel to share even personal difficulties while taking my class. In addition, although I have included instructions for assignment in both syllabus and canvas, students have had many questions about their assignments. I thought providing sample assignments can resolve this concern and they can have much more concreate ideas about what to do for their assignments.

To me the most useful sessions were "Implementation Resources: Downloadable Reference pdfs" and "ACUE Observe and Analyze Videos: Video of Instructor implements some techniques effectively, while other techniques may need adjustment." Via these sessions, I could manage their requests and questions real time and solve issues before they became larger. After starting these 1-min memos, I have received many 1-min memos from my students regarding their questions or requests (please see a below image). I have about 6-7 questions from my students every week using 1-min memos. I also got positive feedback from students regarding sample exercises. In addition, after providing sample assignments, the number of questions I got from students reduced.

One of the aha moment that I had during the Observe and Analyze Session is creating a syllabus quiz using the frequent questions that students have asked. I thought that maybe making an assignment instruction quiz might work as well as the sample assignment given that one of the purposes to provide the sample is to preempt and answer their questions.

Evidence of Instructional Change

Evidence of Learning
Evidence 1	Evidence 2	Evidence 3
This a screen shot of my classroom in action (team discussion)	This shows the image of students' notes that show their requests and questions for this course	This shows the image of my ACUE accomplishment

Practice and Reflect on:

Through ensuring learner-centered course outcomes, checking for student understanding, and designed aligned assessments and assignments, I have incorporated 1-minute memos to gather student feedback and questions on course materials. These memos provide real-time insights, enabling me to make detailed adjustments to my teaching and better meet students’ needs. I also offered sample assignments to give clearer guidance. Whenever they have assignments, these days they ask me to upload the sample assignments first. I have received positive feedback from my students.

Course Syllabus

24Fa GM105 Syllabus-1.pdf

Faculty Bio

Faculty Bio
	I earned my Ph.D. in Organizations and Entrepreneurship (Strategic Management) from the University of Pittsburgh's Katz Graduate School of Business. My academic journey includes an M.S. in Economics from the University of Wisconsin-Madison and a B.A. double major in Economics and Politics & Diplomacy from Sogang University, Republic of Korea. My research interests focus on innovation ecosystems, bottlenecks, and the lifecycle of entrepreneurial ecosystems, employing methods such as content analysis and machine learning techniques. Before pursuing my Ph.D., I worked in the public and financial sectors. Additionally, I have accumulated three years of teaching experience in the field of business.

Program Sponsors
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.