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FULL-TIME APPOINTMENTS
Pennsylvania State University (2007-2010) Assistant Professor
MGMT 501: Behavioral Science in Business (12 times)
BA 517: Communication Skills for Management (10 times)
BUSAD 551: Business Stakeholder Relations (twice)
Long Island University (2001-2007) Assistant Professor
Graduate
MBA 613: Organizational Behavior (16 times)
MGT 724: Organization Development (6 times)
MGT 705: Management Decision Theory (3 times)
MBA 612: Marketing Strategy (once)
MGT 750: Management Seminar (once)
Undergraduate
MAN 152: Organizational Behavior (15 times)
MAN 101: Principles of Management (9 times)
MAN 154: Decision Making (3 times)
MAN 153: Operations Management (once)
Liberal Arts
COS 050: Core Seminar-The Idea of Human (once)
DeVry University (1994-2001) Assistant Teaching Master
Business
BUSN 110: Business Organization (5 times)
BUSN 320: Principles of Marketing (2 times)
BSOP 207: Operations Strategy (2 times)
BSOP 209: Operations Analysis (4 times)
MGMT303: Principles of Management (9 times)
Ethics
HUMN205: Technology and Ethics (7 times)
HUMN430: Social Issues in Technology (once)
HUMN445: Principles of Ethics (5 times)
Social Sciences
PSYC 104: Human Relations (twice)
PSYC 105: Psychology (once)
ECON 210: Introduction to Economics (once)
ECON 312: Principles of Economics (twice)
SPCH 275: Public Speaking (once, team-taught)
CARD 405: Career Development (once)
RELATED EXPERIENCE
Small Group Facilitation
York University
Management Skills (MGMT 5150) with Gareth Morgan
Supervision
Long Island University
Supervised six Independent Study courses with graduating students
Faculty Advisor, Society for the Advancement of Management club, 2001-2
Faculty Advisor, Business Organization for Successful Students (BOSS), 2002-3
York University
Supervised three Independent Study courses with graduating MBA students
Faculty advisor to the winners of the 2001 Strategy Field Study Award for Excellence
Marking/Grading
University of Western Ontario
1986-1987 Case Analysis
Wilfrid Laurier University
1984-1985 Quantitative Methods
Smoking Cessation
Taught hundreds of adults how to quit smoking through the Smokenders program.
PART-TIME TEACHING
McCann School of Business & Technology Spring, 2010
GS 110: General Psychology (twice)
Kingsborough Community College Winter, 2007
PSY 32: Human Growth and Development (once)
University of Lethbridge Summers, 2003-2005
MGT 3080: Managerial Skill Development (3 times)
MGT 3031: Managing Responsibly in a Global Environment (3 times)
Ryerson University 2000-2001
Undergraduate
MGT 100: Foundations of Management (twice)
MGT 200: Introduction to Management (once)
MKT 100: Introduction to Marketing (once, with laptops)
Continuing Education
CMGT 100: Foundations of Management (twice)
CMGT 200: Introduction to Management (4 times)
CMHR 405: Organizational Behaviour (twice)
York University 1999-2001
OBIR 5100: Organizational Behaviour (6 times)
TEACHING APPROACH
I see teaching and public speaking (professing) as my raison d'etre, and research as a way to generate original material to profess. My teaching goal is to encourage people to think a little more before reacting.
I support and encourage colleagues; both personally and at the front of the classroom. I find ways to support campus and departmental initiatives but, out of respect for creativity, will not co-operate with any effort to keep teachers "on the same page."
I establish trust with humor and frank examples in order to shepherd students through an unfamiliar intellectual process. To accommodate diverse learning styles and levels of preparation, I use interactive lectures, creative slide presentations, lively classroom debates, video examples, written case analyses, and group activities. I usually work with live audiences in a classroom or large lecture hall, and sometimes online.
My degree in philosophy leads me to demand thoughtful and rigorous analysis. My case-study masters degree leads me to demand an appreciation for multiple perspectives and feasible action plans. In classroom discussions and frequent written submissions, students must take an evidence-based position and defend it tactfully.
I spend less time imparting knowledge than drawing out and organizing ideas. My students are not cocooned in an artificial learning environment, but face realistic and ambiguous challenges so they can make (and take responsibility for) mistakes. Rather than adherents to academic or business fashions, I hope to develop critical thinkers.
STUDENT EVALUATIONS
Pennsylvania State University
Student Ratings of Teaching Effectiveness (SRTEs), using a Likert scale on which 7 means Excellent and 1 means Poor.
7 = Best Score
1 = Worst Score |
Spring
2010 |
| Overall quality of the instructor |
6.53 |
| Effectiveness of examples used |
6.59 |
| Instructor's willingness to help students |
6.53 |
| Students' freedom to ask questions |
6.82 |
| Instructor's responses to student questions |
6.65 |
| Instructor's knowledge of subject matter |
6.59 |
| Rate in terms of preparation for class |
6.53 |
| Skill in encouraging students to think |
6.71 |
| Effectiveness in improving critical thinking |
6.65 |
Long Island University
Student evaluations, using a Likert scale on which 5 means Excellent, 4 Above Average, 3 Average, 2 Below Average, and 1 Poor.
5 = Best Score
1 = Worst Score |
My
Average |
|
How do you rate his/her knowledge of the subject matter? |
4.8 |
|
Did the instructor encourage students to think? |
4.6 |
|
Did the instructor encourage students to participate? |
4.5 |
|
How do you rate his/her fairness in dealing with students? |
4.7 |
|
Was the presentation balanced in regard to differences of opinion, controversy and alternative viewpoints? |
4.6 |
|
Was the instructor organized in terms of sequence of topics, consistency and clarity of presentation, logic of course progress, etc.? |
4.7 |
|
Did the instructor appear adequately prepared for class? |
4.8 |
Ryerson University
A simple Likert scale anchored with 1 for Agree and 5 for Disagree. These are the questions that are relevant to teaching, as opposed to questions about satisfaction with the textbook and classroom facilities.
1 = Best Score
5 = Worst Score |
My
Average |
|
Presents course material in well-organized manner |
1.35 |
|
Demonstrates enthusiasm for the course material |
1.25 |
|
Responds clearly to student questions |
1.20 |
|
Deals fairly with the students |
1.20 |
|
Treats the students with respect |
1.05 |
|
Overall, the faculty member is effective |
1.25 |
DeVry University
DeVry, which focuses exclusively on teaching, has a sophisticated system for assessing it. Student evaluations are conducted three times a year for every instructor at each of the 15+ campuses across North America.
Students evaluate teaching through twenty-five questions on a Student Opinion Survey. The answers are rated on a four-point Likert scale on which 1 means Excellent, 2 Good, 3 Satisfactory, and 4 Needs Improvement. Over five years, I had an average overall score of 1.49 with a best overall score of 1.05. The questions specific to teaching style are listed here, along with the average scores I achieved over five years.
1 = Best Score
4 = Worst Score |
My
Average |
|
Displays competent knowledge of course topics |
1.27 |
|
Demonstrates preparedness for each class |
1.24 |
|
Returns graded work promptly |
1.31 |
|
Administers tests based on classroom material |
1.26 |
|
Grades in an impartial and consistent manner |
1.32 |
|
Promotes and demonstrates mutual respect in class |
1.32 |
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© 2010, Jim Lyttle, Ph.D. |
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