## Teaching Philosophy

My teaching philosophy is to make students enthusiastic about issues in the financial industry and also help them build strong mathematical foundations for handling problems in the finance field.

As a person with a graduate degree in both mathematics and finance, I observed that a majority of students who entered the financial engineering program can be categorized into two groups: one of them has a wide range of knowledge and/or experience in financial markets, the other has a general background in math and science. However, only very few of them have both. Interestingly, financial institutions like to hire people who not only have general understanding about the financial industry but also have solid quantitative and programming backgrounds. Therefore, as a professor in the financial mathematics program, I would like to divide the important content in financial engineering into several topics and organize my lectures as follows: At the beginning I will expose students to real world and/or current research problems to serve as motivation for learning, and then teach them important mathematical concepts, skills, and models which could be applied to deal with these problems. Finally, the homework assignment is to solve an example problem by using mathematical derivation and/or computer programming. If their reports meet my threshold of performance, then I move on to the next topic. Otherwise I spend some time on doing remedial teaching so that students all have a strong basis before moving on to more complex topics.

In addition to lecturing, I will also do two kinds of in-class group activities: scheduled and nonscheduled. Scheduled activities will be, for example, to summarize business and financial news which happened last week and give a ten-minute presentation in class. These activities, for one thing, help students keep track of the latest events in the financial market. And for another, they are opportunities for students to understand each other better, so that they can discuss other assignments with their partners. As for nonscheduled activities, I will, for instance, do short quizzes or panel discussions in class. These not only keep students actively engaged in class but also give them more time to think more deeply and digest the class materials.

In summary, I hope that by the end of the semester, in addition to feeling excited about learning so many applications of mathematical methods to the solutions of problems in finance, my students will also be proud of themselves since they had gone through rigorous training in important concepts of modern mathematics. Finally, all of them can confidently move on to successful careers in academia or financial industries.

As a person with a graduate degree in both mathematics and finance, I observed that a majority of students who entered the financial engineering program can be categorized into two groups: one of them has a wide range of knowledge and/or experience in financial markets, the other has a general background in math and science. However, only very few of them have both. Interestingly, financial institutions like to hire people who not only have general understanding about the financial industry but also have solid quantitative and programming backgrounds. Therefore, as a professor in the financial mathematics program, I would like to divide the important content in financial engineering into several topics and organize my lectures as follows: At the beginning I will expose students to real world and/or current research problems to serve as motivation for learning, and then teach them important mathematical concepts, skills, and models which could be applied to deal with these problems. Finally, the homework assignment is to solve an example problem by using mathematical derivation and/or computer programming. If their reports meet my threshold of performance, then I move on to the next topic. Otherwise I spend some time on doing remedial teaching so that students all have a strong basis before moving on to more complex topics.

In addition to lecturing, I will also do two kinds of in-class group activities: scheduled and nonscheduled. Scheduled activities will be, for example, to summarize business and financial news which happened last week and give a ten-minute presentation in class. These activities, for one thing, help students keep track of the latest events in the financial market. And for another, they are opportunities for students to understand each other better, so that they can discuss other assignments with their partners. As for nonscheduled activities, I will, for instance, do short quizzes or panel discussions in class. These not only keep students actively engaged in class but also give them more time to think more deeply and digest the class materials.

In summary, I hope that by the end of the semester, in addition to feeling excited about learning so many applications of mathematical methods to the solutions of problems in finance, my students will also be proud of themselves since they had gone through rigorous training in important concepts of modern mathematics. Finally, all of them can confidently move on to successful careers in academia or financial industries.