Professor Shaw's Teaching Philosophy

My teaching philosophy is quite simple - the final product in my course is the student learning not my teaching. This concept is built upon the simple fact that when a student seeks employment, they must demonstrate to the potential employer what they have learned and how to apply it to the future employment.

The learning process includes a student completing reading assignments, and demonstrating what they have learned by answering my Socratic method questions, completing chapter practice quizzes, watching online videos and responding to assigned video questions at the course Blackboard Discussion Board website, and while there respond to at least one classmates posted comments regarding the same assignment; and finally completing tests that contain multiple choice and short answer essay questions.

Now, it is important for the student to understand the significance and relevance of the course as it relates to personal knowledge, passing the course, future courses, future employment and future personal use. I accomplish this by demonstrating examples of how a particular course concept is applicable to these issues just mentioned. For example, in my Economics course explaining the role of interest rates in the economy (course use); if you are running a business how interest rates influence your business decision to further invest in expanding the business (career use); how interest rates influence the student's ability to borrow money for education, home purchasing and/or other consumer purchasing activity (personal use); and how interest rates can be used in a case study (future course use).

Given the millennial student pattern of learning, the class must be interactive and delivered in a concise manner. Having a quick paced, yet not overloading the student in course content, is a balancing act that must be employed in the course. Flexibility of the course content delivery speed needs to be adjusted to the learning capability of each class. 

Understanding the above issues, I am keenly aware that learning fatigue can take place. My response to this issue is to create mental breaks by sending my classes "global business news breaks." Whereby, I e-mail the students cool global business news activities like Apple global branding activity and product introduction, Microsoft's competitive software response in many countries, how MTV's global strategy works in various countries, how Coca Cola remakes its marketing to suit the customer attraction in China, etc.

Course quality is necessary for the student to value what they are learning. After all, upon a student transferring to a university, my courses are preparing the student for university course rigor. This also relates to a student's pride in accomplishment and ability to prepare for their future university course work.

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