10 January 2006
Teaching Portfolio
C. Edward Heath
"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." - William Ward
"Good teacher is one-fourth preparation and three-fourths theater." - Gail Godwin
"To teach is to touch lives forever." – Anonymous
Table of Contents
Teaching Philosophy
/ · · · · · · · · · · · · · · · · · · · · · · · · · / 1Teaching Experience
Kentucky (96-99) / · · · · · · · · · · · · · · · · · · · · · · · · · / 5
NIU (99-00) / · · · · · · · · · · · · · · · · · · · · · · · · · / 5
Xavier (00-03) / · · · · · · · · · · · · · · · · · · · · · · · · · / 5
NKU (03-04) / · · · · · · · · · · · · · · · · · · · · · · · · · / 6
Kentucky (04-05) / · · · · · · · · · · · · · · · · · · · · · · · · · / 6
Teaching Awards
/ · · · · · · · · · · · · · · · · · · · · · · · · · / 7Teaching Seminars / · · · · · · · · · · · · · · · · · · · · · · · · · / 7
Sample Syllabi
MBA - eCommerce / · · · · · · · · · · · · · · · · · · · · · · · · · / 8UG - Strategy / · · · · · · · · · · · · · · · · · · · · · · · · · / 11
UG – Principles / · · · · · · · · · · · · · · · · · · · · · · · · · / 15
KY Kernel Article
/ · · · · · · · · · · · · · · · · · · · · · · · · · / 17TEACHING PHILOSOPHY
“Learning is not attained by chance, it must be sought for with ardor and attended to with diligence.” Abigail Adams, 1780
WHAT IS LEARNING?
To me, learning is the merging of knowledge (in the form of information and processes) into one’s daily or professional life. I cherish the opportunity to help students learn. I strive ardently to help my students further develop their critical thinking skills, to assist them in approaching problems creatively, to encourage them to seek out knowledge and information beyond that which is presented to them, and to enable them to see the myriad of solutions possible before selecting the optimal one.
To accomplish this, I attempt to use the following three approaches:
Introduce them to the material – provide them access to information for self-learning as well as guided introduction in class.
Test them on the material – put the student in academic situation(s) where they are required to remember as well as understand the material.
Have them apply the material – create learning exercises for the student to apply the knowledge that they have developed and extend their knowledge through self-discovery.
While numerous learning tools exist to accomplish the goals stated above, I will discuss a few of the more popular tools that I use in my classes. Obviously, the tools used in a particular course depend upon the topic, content, and size of the course.
Reading Assignments. The choice of reading assignments is a very important part of my teaching methodology. Not only should it be the first introduction that a student has to the material I will cover in class, but it should also be robust enough to act as a source for additional information outside the primary topic or beyond what is discussed in class. Obviously not all students do their assigned reading and instead rely on lecture for their first introduction to the material. To increase the number of readers, I often use in-class encouragement and direct references to the reading assignments in either lecture or discussion.
Lecture. My lectures are designed to bring to life the information to which students have been introduced. To accomplish this lofty goal, I present numerous examples, attempt to relate the material to issues important to them, and infuse humor into the material. I utilize videos, web sites, and guest speakers, as needed, to emphasis a particular concept. I also use PowerPoint to organize the material and to give me a means for generating student interest and presenting image examples. Examples are important as they may make a difficult topic easier to understand by relating it to something that they have already been exposed to in their lives. Examples also serve as a testing point where students can take what they believe they know and create their own examples by applying information to their real world.
In-Class Discussion. This powerful (and most difficult) tool helps the student to take ownership of the material by prompting the students to integrate the information provided into examples. Both those answering aloud and those escaping the public eye formulate an answer based on their knowledge and understanding of the concept. Then as an answer is given they can compare their answer to the one offered in class and either adjust their response or incorporate the new idea into their own. In-class discussion is also very important as it brings to light dozens of points of view that aren’t my own. Even though I still control the content of the discussion by asking certain questions and responding to their responses, I often learn as much as the class does by the diversity of responses presented.
Exams. Giving an examination serves to test the student on the material as well as provide one more way for them to apply their knowledge. I attempt to promote learning during exams throughout the entire testing process. Guided by a review sheet, the student has material to learn (hopefully not just memorize). While taking the exam itself, students learn by applying the information that they have studied to achieve an answer. In addition, a well-phrased question can help them to expand their knowledge by rejecting certain response choices. Finally, learning continues during the review of the exam as those questions answered correctly are positively reinforced and those missed are corrected with an explanation (that hopefully makes sense). At this point, the student should have had at least 5 exposures to the material – 5 chances to incorporate the material into their life.
Homework Assignments. Homework assignments are a supremely flexible teaching tool that are capable of introducing material, testing student knowledge, and giving the student multiple chances to apply the material. In addition, homework assignments can make the material more vivid and lifelike greatly increasing student interest and understanding. Forewarned about how I grade assignments, students are highly encouraged to put forth a great deal of effort into their work. They are also encouraged to ask for direction if they are unsure as to the primary point of the assignment.
Class Projects. A far more involving teaching tool, the class project is a potent application tool. Class projects have played critical roles in some of my courses as they adhere the student to my three approaches throughout the semester. They must learn the material continuously throughout the semester as it applies directly to their success on the project. Completing the project tests the student’s knowledge of the material, redirecting them to seek out additional material if they feel that they lack knowledge. Finally, a class project directly applies classroom material to a ‘real world’ situation in either a simulated or actual project.
WHAT IS TEACHING?
From my view, teaching, and the role of the Teacher, is more than simply making students learn course material so they can be tested on it and assigning a grade. A Teacher has more responsibilities as evidenced by the roles described below:
A Teacher is a guide – a learned professional who points out where the student is going and is there to help them along the way.
A Teacher is an expert – a professional with a great deal of knowledge and able to produce an answer to any question – either on the spot or know where to find it.
A Teacher is a motivator – stimulating students to want to learn beyond the scope of the course.
A Teacher is a supporter – an encouraging force who brings out the best in students building their confidence along side their knowledge.
A Teacher is a friend – someone who cares about the people in their classroom and would go to great lengths (always within professional boundaries) to help students be successful.
My primary teaching goal is to assume these roles and help develop the best academically and personally enriched people from my classes. To accomplish this goal, I attempt to create a learning atmosphere that is personal, informal yet professional, and mutually supportive. This atmosphere is critical for building trust, respect, and student interest. I find that memorizing student names and making myself very available both in my office and online demonstrates to my students how much I care about them as people as well as their class performance.
As the fundamental basis of my learning atmosphere, I have a series of things that I strive ardently to NEVER and ALWAYS try to do.
Never …
§ be derogatory towards a student when they attempt to answer a question.§ force a student to answer a question when I know (s)he does not know the answer.
§ treat one student any better or worse than any other student.
§ give an exam whose goal is to fail some students (the “weed out” exam).
§ ask an exam question I could not answer properly.
§ become complacent in critically analyzing my teaching style, my methods, my learning tools, or my search for new material. /
Always …
§ treat the student(s) with the utmost respect -- I would accept no less.§ be available for questions, comments, or problems of the academic or personal nature.
§ be positive in feedback on tests, questions, or projects.
§ treat each section of a class as an independent entity with their own identity, pace, and level of enthusiasm.
§ be open to feedback and constructive criticism.
§ make them laugh or smile at least once per class.
The learning atmosphere is so critically important that I have set guidelines that I follow and expect the students to follow as well.
WHAT I EXPECT FROM THE STUDENT
I expect students to present themselves with pride and class. I expect everyone - myself included - to treat all others with the highest levels of respect. I expect students to put forth as much effort as they are capable of giving at that particular time. I expect students to take full responsibility for their actions whether admirable or undesirable. I expect students to come to class prepared for whatever may be occurring that day.
WHAT I THE STUDENT CAN EXPECT FROM ME
The student can expect me to be prepared to teach every class period. They can expect me to bend over backwards to help them understand a concept or solve a problem. They can expect me to be fair and equitable in all my dealings with them from assignments to grading. They can expect me to be available to them - within reason - to assist them in learning or as an advisor.
TEACHING TO ME . . .
Teaching to me is an entertaining and rewarding process that should culminate, can culminate, and hopefully does culminate in a feeling of satisfaction and accomplishment. The ability to disseminate knowledge to others that appreciate learning has to be one of the most invigorating feelings I’ve experienced. I thoroughly enjoy my teaching responsibilities and am thankful everyday that I have this opportunity to make a difference in so many students’ lives.
Teaching EXPERIENCE
Students Taught (2,834); Courses Taught (12):
Marketing Principles (u & g) / Consumer Behavior (u) / Internet Marketing (u) / Marketing Research (u)Marketing Strategy (u & g) / Business Marketing (u) / E-Commerce (u & g) / Personal Selling (u)
Promotions Management (u) / u - undergraduate; g - graduate
University of Kentucky, Teaching Assistant (Spring 1996 to Spring 1999)
Course
/ # of / Section / TeachingTerm / Number / Course Title / Students / Number / Evaluation
Spring 1996 / MKT 300 / Principles of Marketing / 33 / 004 / 3.8/4.0
Summer 1996 / MKT 300 / Principles of Marketing / 30 / 020 / 3.9/4.0
Fall 1996 / MKT 300 / Principles of Marketing / 38 / 002 / 3.9/4.0
MKT 300 / Principles of Marketing / 50 / 401 / 3.5/4.0
Spring 1997 / MKT 310 / Consumer Behavior / 57 / 001 / 3.8/4.0
MKT 310 / Consumer Behavior / 33 / 004 / 3.7/4.0
Summer 1997 / MKT 340 / Marketing Research / 25 / 020 / 3.7/4.0
Fall 1997 / MKT 340 / Marketing Research / 32 / 002 / 3.7/4.0
Spring 1998 / MKT 4001 / Promotions Management / 56 / 001 / 3.8/4.0
MKT 4001 / Promotions Management / 55 / 002 / 3.6/4.0
Summer 1998 / MKT 340 / Marketing Research / 19 / 020 / 3.9/4.0
Fall 1998 / MKT 3902 / Internet Marketing / 40 / 001 / 3.7/4.0
MKT 3902 / Internet Marketing / 40 / 002 / 3.8/4.0
Spring 1999 / MKT 3902 / Internet Marketing / 39 / 001 / 3.7/4.0
MKT 3902 / Internet Marketing / 40 / 002 / 3.7/4.0
15 sections / 5 different preps / 587
1
10 January 2006
1 = MKT 400 was renumbered to MKT 330
2 = MKT 390 was renumbered to MKT 415
1
10 January 2006
Northern Illinois University, Visiting Assistant Professor (Fall 1999 to Spring 2000)
Course
/ # of / Section / TeachingTerm / Number / Course Title / Students / Number / Evaluation
Fall 1999 / MKTG 345 / Business Marketing / 35 / 001 / 4.17/5.0
MKTG 345 / Business Marketing / 20 / 002 / 4.29/5.0
MKTG 490 / Internet Marketing / 33 / 004 / 4.57/5.0
Spring 2000 / MKTG 345 / Business Marketing / 35 / 001 / 4.46/5.0
MKTG 490 / Internet Marketing / 34 / 002 / 4.66/5.0
MKTG 490 / Internet Marketing / 35 / 004 / 4.76/5.0
Summer 2000 / MKTG 3703 / Internet Marketing / 22 / 001 / None taken
7 sections / 2 different preps / 214
3 = MKTG 370 was renumbered from MKTG 490
Xavier University, Assistant Professor (Fall 2000 to Summer 2002), Visiting Assistant Professor (Fall 2002 to Spring 2003)