I am an Engineer who earned his MBA a few years ago and held multiple global roles with GE Healthcare. A father of 5 whom I teach myself (and their friends sometimes). Reflecting on my leadership/coaching philosophy, I realize that my expectations and beliefs are equally as high for me as they are for the students. First, I believe that all students deserve an education that is intended to provide them with the necessary skills to be productive, critical-thinking members of society. I believe in creating students that want to ask, “Why?” because curiosity is an incredibly beautiful thing and it flourishes to a completely different level with math and numbers – a mystery to solve, and to challenge its identity in a journey of falling in love with algorithms. I believe that students need to be provided with numerous opportunities to develop all of their arithmetic skills and understand that even in a society where technology has allowed us to retreat behind a screen that develops risk analysis at the speed of light, it is the understanding of math fundamentals that will turn such technology into a powerful productivity tool that holds the key to transferring that society one day to the surface of the moon. I believe that students are people too. They want to learn; they want to be listened to; they want to be respected for their opinions and values and will respond to those teachers that they believe are fair, inspire them to question, challenge them to go above and beyond, but most importantly feel that the teacher has given them their undivided attention.­­ I believe strongly that students need to see the relevance and reason for what they are doing today in class in the context of how it will impact not only the lesson for the day but also areas in their life after they leave the university. Lastly, I have had my share of unstructured and unprepared teachers/coaches, and that was the perfect recipe for me to get into mischief. The same reason why in the classroom, I consider myself more of a performer and comedian than an educator, more storyteller than a lecturer, and more organizer than a disciplinarian. However, I must also demonstrate flexibility and foresight and adapt to the situation at hand try to teach my students that in math, numbers, as well as in life, there are not any “wrong” answers, just poorly supported answers, or poorly thought-out choices that have consequences that will eventually teach my students how to respond to a similar situation in the future. I am Emad Badawi, A human, a math lover, an Engineer, a Researcher, a Senior Financial Manager, a Business Owner, and I am ready to take my students on a journey with numbers for a lifetime to remember.