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  • 1.  Teaching Management

    Posted 02-03-2007 16:32

     

    Dear Colleagues in the Management Education Division,

    At Charlie's kind request, I'm writing to offer some additional thoughts about Teaching Management published last fall by Cambridge University Press.  http://faculty.darden.virginia.edu/clawsonj/HTML%20DATA%20and%20LINKs/Teaching_Managment_Book.htm  My Darden colleague, Mark Haskins, and I have written and assembled this volume in an attempt to help instructors of business management at all levels enhance their teaching tools/repertoire.  The project began fifteen years ago as I was teaching our required (for the doctorate) course in pedagogy (a course I've taught for the last 25 years).  We've written the book to university professors, consultants who teach, and corporate trainers.  For all of these, we try to present various ways that one can create that magical bubble in the room, that hangs in the air between faculty and students and you know this is special.  That's our goal with every class we walk into-that this class will not be just going through the motions, this class will be our joint best ever.  I had that experience just the day before yesterday.  It transcends paycheck and all the other accoutrements; there's nothing quite like it.

     

    The book begins with a discussion of key inter-related elements in effective teaching-the importance of how well university culture, program culture, instructor skills and beliefs, students, materials, and teaching methodology all must combine well for effective learning to occur.

     

    We then introduce some basics of adult learning theory-how do adults learn best?  The implications are strong here and yet many of us ignore them.  One of the biggest is that adults learn best when they are working on something immediate and relevant to them.  As a result, I begin virtually all of my exec ed and consulting activities with the basic question:  what's the biggest thing you're working on in life right now?  That question alone requires the immediate development of a level of trust, transparency, authenticity and realism that most participants have come to not expect.  I've developed ways of doing that.

     

    We then explore a variety of teaching techniques and how to do each of them better-regardless of your experience and skill level.  We believe that every instructor has something they are or should be working on in order to improve their teaching effectiveness.  In fact, when I conduct our Darden faculty development teaching seminars, we begin with this question:  "what are you working on at the moment to improve your teaching skills?"  Everyone has something to say and we develop our agenda for the hour from that list.

     

    Because Mark's and my background emphasized case method there are several chapters on case writing and teaching, but we also include chapters on course design, class design, lecturing, role playing (a VERY powerful technique), experiential methods, high technology methods, audio visual methods, etc. 

     

    The last segment of the book is about things that happen after class:  counseling students, grading, managing the academic life style, and managing programs and relationships with other organizations like corporate clients, etc.  For many of us, one of the biggest challenges is managing work life balance. 

     

    Mark and I hope that you'll find the book helpful in multiple ways.  We invite your comments as well if you have suggestions for future editions.  In the meantime, we hope that your experiences in the classroom will be rewarding for you and your students.  There's nothing, for me, quite like that feeling I get when the hair on my neck is standing up and I can feel the power of the discussion in the room and know that people are learning as fast as they can-all on different levels and edges of their individual envelopes.  We hope Teaching Management will help you get that more often.

     

    Best wishes,

     

       Jim

    James G. Clawson

    E. Thayer Bigelow Professor of Business Administration

    <st1:address w:st="on"><st1:street w:st="on">Box</st1:street> 6550</st1:address>

    <st1:place w:st="on"><st1:placename w:st="on">Darden</st1:placename> <st1:placename w:st="on">Graduate</st1:placename> <st1:placetype w:st="on">School</st1:placetype></st1:place> of Business Administration

    <st1:place w:st="on"><st1:city w:st="on">Charlottesville</st1:city>, <st1:state w:st="on">VA</st1:state> <st1:postalcode w:st="on">22906</st1:postalcode></st1:place>

    Tel:  434 924 7488

    Web: http://faculty.darden.virginia.edu/clawsonj

     



  • 2.  Teaching Management

    Posted 02-04-2007 03:50
    Hi,

    congratuation, what a nice work,
    best regards from France,

    Dr. Wilfrid AZAN


    "Clawson, Jim" <ClawsonJ@DARDEN.VIRGINIA.EDU> a écrit:

    >
    >
    > Dear Colleagues in the Management Education Division,
    >
    >
    >
    > At Charlie's kind request, I'm writing to offer some additional thoughts
    > about Teaching Management published last fall by Cambridge University
    > Press.
    > http://faculty.darden.virginia.edu/clawsonj/HTML%20DATA%20and%20LINKs/Te
    > aching_Managment_Book.htm My Darden colleague, Mark Haskins, and I have
    > written and assembled this volume in an attempt to help instructors of
    > business management at all levels enhance their teaching
    > tools/repertoire. The project began fifteen years ago as I was teaching
    > our required (for the doctorate) course in pedagogy (a course I've
    > taught for the last 25 years). We've written the book to university
    > professors, consultants who teach, and corporate trainers. For all of
    > these, we try to present various ways that one can create that magical
    > bubble in the room, that hangs in the air between faculty and students
    > and you know this is special. That's our goal with every class we walk
    > into-that this class will not be just going through the motions, this
    > class will be our joint best ever. I had that experience just the day
    > before yesterday. It transcends paycheck and all the other
    > accoutrements; there's nothing quite like it.
    >
    >
    >
    > The book begins with a discussion of key inter-related elements in
    > effective teaching-the importance of how well university culture,
    > program culture, instructor skills and beliefs, students, materials, and
    > teaching methodology all must combine well for effective learning to
    > occur.
    >
    >
    >
    > We then introduce some basics of adult learning theory-how do adults
    > learn best? The implications are strong here and yet many of us ignore
    > them. One of the biggest is that adults learn best when they are
    > working on something immediate and relevant to them. As a result, I
    > begin virtually all of my exec ed and consulting activities with the
    > basic question: what's the biggest thing you're working on in life
    > right now? That question alone requires the immediate development of a
    > level of trust, transparency, authenticity and realism that most
    > participants have come to not expect. I've developed ways of doing
    > that.
    >
    >
    >
    > We then explore a variety of teaching techniques and how to do each of
    > them better-regardless of your experience and skill level. We believe
    > that every instructor has something they are or should be working on in
    > order to improve their teaching effectiveness. In fact, when I conduct
    > our Darden faculty development teaching seminars, we begin with this
    > question: "what are you working on at the moment to improve your
    > teaching skills?" Everyone has something to say and we develop our
    > agenda for the hour from that list.
    >
    >
    >
    > Because Mark's and my background emphasized case method there are
    > several chapters on case writing and teaching, but we also include
    > chapters on course design, class design, lecturing, role playing (a VERY
    > powerful technique), experiential methods, high technology methods,
    > audio visual methods, etc.
    >
    >
    >
    > The last segment of the book is about things that happen after class:
    > counseling students, grading, managing the academic life style, and
    > managing programs and relationships with other organizations like
    > corporate clients, etc. For many of us, one of the biggest challenges
    > is managing work life balance.
    >
    >
    >
    > Mark and I hope that you'll find the book helpful in multiple ways. We
    > invite your comments as well if you have suggestions for future
    > editions. In the meantime, we hope that your experiences in the
    > classroom will be rewarding for you and your students. There's nothing,
    > for me, quite like that feeling I get when the hair on my neck is
    > standing up and I can feel the power of the discussion in the room and
    > know that people are learning as fast as they can-all on different
    > levels and edges of their individual envelopes. We hope Teaching
    > Management will help you get that more often.
    >
    >
    >
    > Best wishes,
    >
    >
    >
    > Jim
    >
    > James G. Clawson
    >
    > E. Thayer Bigelow Professor of Business Administration
    >
    > Box 6550
    >
    > Darden Graduate School of Business Administration
    >
    > Charlottesville, VA 22906
    >
    > Tel: 434 924 7488
    >
    > Web: http://faculty.darden.virginia.edu/clawsonj
    >
    >
    >
    >