Teaching Portfolio. Nasim Sabah Finance Area Texas Tech University

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1 Teaching Portfolio Nasim Sabah Finance Area Texas Tech University

2 Teaching Philosophy Statement "I never teach my pupils, I only attempt to provide the conditions in which they can learn." - Albert Einstein I want to be a teacher because I believe a teacher can have great impact in the society. The students are very young, and they are the base of the society. By shaping their thinking can have an enormous impact on how the society goes forward. I believe I have the ability to inspire their hope, to ignite their imagination, and to provide them with a good learning environment in which they become enlighten. At every stage of my life, I have found some good teachers and some bad teachers. While good teachers have inspired me at every time when I needed them, bad teachers have failed to do so. However, both of these groups have a large impact on my decision to be a teacher: I have always practiced to imitate good teachers with the passion and enthusiasm that they have shown in their classes, at the same time I have avoided what I didn t like as a student from a bad teacher. I am a proponent of active learning and use a variety of methods to encourage discussion and interaction among students on the issues the course presents. In doing so, I have an appetite for bringing the answer from themselves by asking a series of questions. Further, I always to try to give real life examples with demonstration so that students can link the real life with what they learn from the book. Learning finance is difficult because it requires strong mathematical skills along with the business concepts. To overcome this, I combine mathematical problems with real life data from financial events to demonstrate the complicated process that they may face in their real life. I provide a good learning environment to my students through combining theoretical knowledge with practical applications. It helps them in two ways: they find the class enjoyable while they are sitting in the class, and they find it helpful when they apply these learnings in their real life. I provide them with a stock trading account to buy and sell stocks in the real market, and thus they get an experience on how and when to trade in a real market. These resources help my students to prepare for a finance professional career when they go into the job market or start a business. Finally, I encourage students to grow a desire for learning as well as thinking critically because I believe these skills will foster success in a field like finance where strong quantitative skills are required along with critical financial concepts. While I have only a limited amount of teaching experience so far, I still try to bring the passion and enthusiasm that I have seen in many good teachers, and I hope to develop a more effective teaching style in the process. 1

3 Teaching Overview Summary of Courses Taught Texas Tech University Undergraduate Investments Fall 2016 Investments Spring 2017 Graduate 2

4 Dissertation Committees Independent Study Advising Teaching Innovation Teaching Related Services Professional Development 3

5 Description of Courses Taught FIN 3324: Investments Course Description: This course is designed to provide a broad exposure to the theory and practice of investment analysis. The course review the financial instruments available to investors and the ways in which markets for these instruments operate. It also covers theories of portfolio formation and how securities ought to be priced in well-functioning markets. The objective of this course is to provide with a theory-based framework that students can apply to solve investment problems in a systematic manner. Profile of Students in the course: Typically junior and senior finance majors enrolled in this class. Fall Class Enrollment: 70 No of Section: 1 Instructional Innovation: 4

6 Detailed Teaching Evaluation 5

7 Nasim Sabah Lecture Slides Sample Teaching Materials Academic Journal Findings Interviews of Top Executives Wall Street Journal Articles 6

8 Sample of Students Works Sample of Students Works 7

9 Innovative Teaching Activities FIN 3324 (Investments) Portfolio Project In this exercise student will use historical returns on a set of ETFs to form portfolios designed to achieve different sets of objectives. They will show how to calculate systematic risk, total risk, and whether these are consistent with portfolio theory. Stock Trading Game The purpose of using the Virtual Stock Exchange exercise is to give students a better understanding of the process for making investment decisions. They will also learn a variety of financial instruments and their risks and rewards as they apply to asset management. 8

10 Finance 3324 Investments Fall 2016 Class Details: Section 001, TR 11:00 AM 12:20 PM, Room 101 Instructor: Nasim Sabah Office: W319 Office Hours: TR 2:00 PM - 4:00 PM, and by appointment ( to schedule an appt.) Tel: nasim.sabah@ttu.edu Course Description and Objective This course is designed to provide a broad exposure to the theory and practice of investment analysis. The course will review the financial instruments available to investors and the ways in which markets for these instruments operate. We will also cover theories of portfolio formation and how securities ought to be priced in well-functioning markets. The objective of this course is to provide you with a theory-based framework that you can apply to solve investment problems in a systematic manner. Major topics we will cover include: An overview of various types of asset classes, financial instruments, and securities markets The relationship between risk and return Portfolio selection, asset allocation, and diversification Portfolio theory and market efficiency Security valuation Student Learning Outcomes After completing this course, you will be able to perform the following investment-related activities: Discuss the various roles and functions of financial markets Compare and contrast the various asset classes and types of financial instruments Articulate the principles of portfolio theory Analyze a portfolio of risky assets Estimate the value of common stocks, bonds, and other securities Assessment of Learning Outcomes I will assess your understanding of the learning outcomes through 1) class discussion, 2) in-class problem-solving, 3) online quizzes, and 4) exams. Summary of Expectations: Professional behavior is expected at all times. I expect you to attend class prepared to discuss the assigned readings. If you miss class, it is your responsibility to find out what you missed from other students. Any material discussed during class is fair game for the exams.

11 Required Material Textbook: Zvi Bodie, Alex Kane, and Alan J. Marcus, Essentials of Investments, 10 th Edition with Connect, McGraw-Hill/Irwin. Connect is the online platform that will be used for most of the assignments. Customer support for McGraw-Hill Connect can be reached at Wall Street Journal Financial Calculator: Any basic financial calculator will suffice, but you are responsible for understanding how to operate it. You may not use calculators that store text or transmit data on the exams this includes cell phones. Sharing calculators during exams is prohibited. Course Organization Blackboard: Most of the relevant course materials (syllabus, class notes, additional readings, supporting materials, and grades) will be posted on Blackboard. Attendance: Responsibility for class attendance rests with the student. Punctual attendance at all scheduled classes is expected in accordance with University policy. However, you do not need to contact me regarding attendance. I assume that you are making an informed decision when you are not in class. You are responsible for any material covered, amendments to the syllabus, or announcements made in class, whether you are present or not. Grading There will be two midterm exams and a final exam. No extra credit will be given in this class. Grades may be curved (up or down) as I deem necessary to reflect relative class performance. The course grade will be weighted as follows: Item Percent of Grade Exams 90% (3 exams x 30% each) Online Quizzes 10% Total 100% Grading errors: If you believe that any of your work is graded incorrectly, you may submit a written request ( is okay) for review within one week of the time the graded work is returned in class. The entire assignment will be re-graded and your score may go up or down depending on the outcome. Exams The two midterm exams will be given during regularly scheduled class time and the third exam will be given according to the University final exam schedule. Exams will cover assigned readings, end of chapter problems, homework assignments, and all material covered in class unless explicitly excluded. There are no make-up exams. If you have a University-approved excused absence (with advanced notification where feasible) to miss one of the exams, the weight of the exam will shift to the final exam. Students must provide appropriate documentation to verify the absence. It is the student's responsibility to make the necessary arrangements with the instructor. If the absence is not excused according to the University guidelines, the exam grade will be recorded as zero.

12 Assignments Problem sets, projects, analyses, reports, online quizzes, and presentations may be assigned throughout the semester. They must be completed prior to the assigned deadline or will receive a grade of zero. McGraw Hill Connect Software The Connect software will be used for both online quizzes (graded) and Learn Smart practice problem sets (not graded). While not graded, the Learn Smart practice problem sets are designed to enhance students learning of the course material. Civility in the Classroom Professional behavior is expected at all times in the classroom. Academic Misconduct (OP 34.12) It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and a high standard of integrity. The attempt of students to present as their own any work that they have not honestly performed is regarded by the faculty and administration as a serious offense and renders the offenders liable to serious consequences, possibly suspension. Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give unfair academic advantage to the student (such as, but not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor) or the attempt to commit such an act. Cheating: Dishonesty on examinations and quizzes or on written assignments, illegal possession of examinations, the use of unauthorized notes during an examination or quiz, obtaining information during an examination from the examination paper or otherwise from another student, assisting others to cheat, alteration of grade records, illegal entry to or unauthorized presence in an office are instances of cheating. Plagiarism: Offering the work of another as one s own, without proper acknowledgment, is plagiarism; therefore any student who fails to give credit for quotations or an essentially identical expression of material taken from books, encyclopedias, magazines, and other reference works, or from the themes, reports, or other writings of a fellow student, is guilty of plagiarism. ADA Policy Statement (OP 34.22) Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor s office hours. Please note instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, you may contact the Student Disability Services office in 335 West Hall or Student Absence for Observance of Religious Holy Day (OP 34.19) A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. A student may not be penalized for such an absence, but an instructor may respond appropriately if the student fails to complete the assignment satisfactorily.

13 Preliminary Course Schedule Module Session Date Topic Chapter Readings Background Reading Aug Course Introduction Sep Asset Classes and Financial Instruments Sep Securities Markets Sep Securities Markets 5 13-Sep Mutual Funds Sep Mutual Funds 7 20-Sep Risk and Return Sep Risk and Return 9 27-Sep Exam # Sep Efficient Diversification Oct Efficient Diversification 12 6-Oct Efficient Diversification Oct Capital Asset Pricing and Arbitrage Pricing Theory Oct Capital Asset Pricing and Arbitrage Pricing Theory Oct Capital Asset Pricing and Arbitrage Pricing Theory Oct Market Efficiency Oct Market Efficiency Oct Market Efficiency 19 1-Nov Exam # Nov Equity Valuation Nov Equity Valuation Nov Equity Valuation Nov Bond Prices and Yields Nov Bond Prices and Yields Nov Bond Prices and Yields Nov Managing Bond Portfolios Dec Managing Bond Portfolios 28 6-Dec Managing Bond Portfolios 29 9-Dec Final Exam 7:30 a.m. to 10:00 a.m. Quizzes (due by midnight) Q1: Chapter 2 (due 5 th September) Q2: Chapter 3 (due 12 th September) Q3: Chapter 4 (due 19 th September) Q4: Chapter 5 (due 26 th September) Q5: Chapter 6 (due 10 th October) Q6: Chapter 7 (due 22 nd October) Q7: Chapter 8 (due 31 st October) Q8: Chapter 13 (due 14 th November) Q9: Chapter 10 (due 28 th November) Q10: Chapter 11 (due 8 th December) * Bold dates are the dates when the online quizzes will be released. The quizzes will be released at 5:00 PM. ** Exams will cover assigned chapters, quizzes, and all material covered in class unless explicitly excluded.

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