2008 - Marketing Educators' Association

understand how the material they traditionally cover
must be modified and updated.
Increasingly, students are utilizing notebooks/
laptops in class. The use of this technology can
promote cooperative learning. For example, when a
concept is discussed, students are invited to visit a
website illustrating the concept in question.
Consequently, students will also point to other
examples (i.e., sites) that demonstrate the case-inpoint.
This promotes a classroom environment which
is stimulating to both students and instructor.
Serendipitously, it can also increase material
delivery effectiveness.
An important aspect of developing good teachers is
the willingness to take risk (Friedmann, 1991). One
has to be open to trying new methods and
discarding outdated techniques that once worked
but are not currently effective with today’s student. It
is important to note that having such an interactive
teaching paradigm requires instructors to constantly
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be searching for new material to enhance the
classroom experience. The path to developing
“good” teachers starts with the understanding that
the process is dynamic and cannot be found solely
in a textbook’s instructor manual.
HOW IS GOOD TEACHING BEING REWARDED?
This part of the session will start off with a review of
how good teaching is rewarded at Cal Poly Pomona.
Then, participants will provide the pros and cons of
rewarding good teaching (e.g., pro: finally rewarding
good teachers; con: creating elite class, morale
fallout by those excluded).
Attendees to the session will be invited to share how
good teaching is rewarded in their institutions. They
will also be encouraged to share any innovations
they are familiar with in the area of rewarding good
teaching.
References Available on Request.