2008 - Marketing Educators' Association

THE ELEPHANT IN THE ROOM: "GOOD" TEACHING – HOW TO RECOGNIZE,
MEASURE, DEVELOP, AND REWARD IT?
Dolores Barsellotti, Helena Czepiec, Patricia M. Hopkins, Juanita Roxas, James Swartz,
and Debbora Whitson, California Polytechnic University, Pomona,
3801 West Temple Ave., Pomona, CA 91768; dabarsellott@csupomona.edu,
hczepiec@csupomona.edu; pmhopkins@csupomona.edu; jroxas@csupomona.edu;
jeswartz@csupomona.edu; dwhitson@csupomona.edu
This session is intended to be a discussion of
teaching – its importance, its role within the scope of
AACSB requirements for business schools, and
whether institutions value good teaching.
INTRODUCTION
What is good teaching? Over the past several
decades, there has been a wealth of studies into the
issue of “good teaching.” Journals devoted to
teaching exist in almost all disciplines. Drs. Juanita
Roxas and Dolores Barsellotti will give a short
summary of what the marketing literature describes
as “a ‘master’ teacher,” first from the students’
perspective (Appleton-Knapp & Krentler, 2006;
Clayson & Haley, 1990; Desai et. al., 2001; DuCette
& Kenney, 1982; Faranda & Clarke, 2004; Feldman,
1976; Gremler & McCullough, 2002; Kelly et. al.,
1991; Rice, 1988; Smart et. al., 2003); then, from the
perspective of peers who are required to judge
teaching (Brookfield, 1990; Clayson & Haley, 1990;
Conant et. al., 1988; Cross, 1977; Feldman, 1986;
Friedmann, 1991; Hise et. al., 1989; Kulik &
McKeachie, 1975; Laverie, 2002; Marsh & Roche,
1997; Rice, 1988; Seldin, 1985; Tang, 1997;
Weaver, 1985); and lastly, from the administration’s
perspective (Seldin, 1985; Smart et. al., 2003).
DOES GOOD TEACHING MATTER ANYMORE?
Dr. Patricia Hopkins, as a former administrator, will
do a presentation discussing current AACSB
standards for reaccreditation and where good
teaching fits in the criteria. What are the differences
between Research 1 institutions and more balanced
teaching/research institutions in the means they use
to meet AACSB criteria? Is good teaching
mentioned in the AACSB standards or does it
depend on the institutions’ mission?
What is the administrative position on the
importance of teaching? How do they manifest this
position?
ABSTRACT
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HOW IS GOOD TEACHING MEASURED?
Dr. Helena Czepiec is currently in a task force that is
charged to design a criterion for good teaching. She
is conducting a content analysis of the Retention,
Tenure and Promotion documents for each
department of the College of Business.
This university requires that teaching be evaluated
by students as well as peers. Therefore, each
department has its own criteria for weighing these
evaluations. The California Faculty Association
Collective Bargaining Agreement requires that at
least two evaluations each per year from students
and peers be submitted. Thus, when there are not
enough qualified faculty members to do peer
evaluations in a department, outside evaluators are
invited to do peer evaluations to meet the minimum
number of evaluations required.
Dr. James Swartz will make a short presentation on
student websites that invite comments and ratings of
faculty like, “The Good, The Bad and The Tenured,”
“Grade Cal Poly.Com.” What impact, if any, do these
have on students, faculty, and administration?
HOW TO DEVELOP GOOD TEACHING
Dr. Debbora Whitson is one of the more dynamic
instructors in the department. She will provide
insights into what she has had to do to adjust to the
changing nature and characteristics of students over
her years for teaching.
Past research suggests that activities stimulating
students to participate in the process of learning are
an integral part of a “good” teaching paradigm
(Brookfield, 1990). These activities include the use
of classroom demonstrations that promote
comprehension. The use of demonstrative material
that reflect current issues are more likely to achieve
this goal by stimulating cooperative learning. In
order to stay in tune with the challenges facing
students in today’s marketplace, an instructor has to