GM105: Strategic Management

Powerful note-taking skills, Active learning, Interactive

Reflection on Instructional Change:

One practice from the ACUE course that I implemented was teaching powerful note-taking skills. I used clear cues to signal important points, spoke deliberately, and paused to allow processing time. I also shared pointers for effective note-taking, such as organizing notes by concepts rather than by slides. I took these steps to help students engage more actively in class discussions and to support them in identifying the main ideas during lectures. By integrating these intentional pauses and signals, I aimed to improve students’ focus and retention of key information.

Implementing this practice has noticeably enhanced both my teaching and student engagement. Students reported that the verbal and visual signals I gave during lectures helped them identify essential content and take more organized notes. One student shared, “Your cues really help me know what to write down and what’s most important.” Another commented that pausing between key points gave them time to review and reflect before moving forward. These reactions indicated that the strategy effectively improved comprehension and participation.

Among the Faculty Learning Community (FLC) activities, the CTL “Observe and Analyze” synchronous Zoom session was the most influential. Being able to ask colleagues specific questions about their teaching approaches and hear their “secret weapons” for engaging students provided practical insights that directly shaped my instruction.

During my own “Observe and Analyze” session, one valuable takeaway was the importance of giving students early notice about upcoming quizzes and assignments and offering extra-credit opportunities at strategic times. This feedback helped me plan a more transparent and motivating learning experience for my students.

Evidence of Instructional Change

Observe and Analyze session
Observe and Analyze session	Group capstone project work with active learning	Module Completion badge

Practice and Reflect on:

Implementation_ReflectionGuide -participation-1.pdf

Course Syllabus

GM105-02 Syllabus - Fall 2025.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.

Funding
	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.