Translate concepts into decisions.
Frameworks become useful when students can connect them to constraints, tradeoffs, and consequences.
Teaching
I try to connect the framework to the decision someone actually has to make.
Applied online teaching across project management, operations, supply chain, analytics, management science, and related business topics, grounded in decades of operating experience.
RoleAdjunct Professor, Quantitative Studies & Operations Management
InstitutionSouthern New Hampshire University
Since / recognitionAugust 2022 · 2024 Outstanding Educator
PMI authorizationPMI Authorized Training Partner Instructor
I came to teaching after spending most of my career inside the kinds of operating problems these courses discuss.
That shapes how I approach the classroom. I want students to understand the concept, but I also want them to see how it changes a schedule, a risk decision, a process, a cost model, a project plan, or an operating result.
A critical path, for example, matters because somebody eventually has to decide what gets attention first, what can wait, and what happens if a dependency slips. I try to keep the framework connected to that decision.
What I emphasize
Applied learning, not just terminology.
Make the deliverable understandable.
Students should be able to see what a strong response needs to accomplish before they spend hours building it.
Make feedback useful next time.
The point is not only to explain a grade. Good feedback should improve the next decision, analysis, or deliverable.
Adjust when the system creates friction.
If guidance becomes too dense or rigid, simplify it. Structure should make the work clearer, not become the work.
Course supports I've built and refined
Reduce avoidable ambiguity. Keep the thinking with the student.
When a complex assignment asks students to manage several requirements at once, I add practical structure around the work. The goal is not to prescribe the answer. It is to make the path to a strong answer easier to see.
- Assignment checklists
- Milestone guides
- Templates
- Definitions of done
- Examples
- Feedback routines
- Self-review prompts
I treat feedback as process data. When the structure helps, keep it. When it becomes too dense, repetitive, or restrictive, simplify it and give the student more room to work.
Teaching record
Applied teaching in practice.
01EducationSouthern New Hampshire University
Applied Online Operations, Project Management & Analytics Education Program
Applied online teaching across project management, operations, supply chain, analytics, management science, sustainability, and professional certification topics, using practical examples, clear guidance, feedback, and original supplemental course supports.
RecognitionRecipient of the SNHU Outstanding Educator Award (2024).
Beyond the classroom
The same applied approach carries into writing and professional education.
For published work, see Writing. For teaching, training, or speaking conversations, contact Dean.