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Bized, November/December 2002, Full Issue INNOVATIONS IN TEACHING BizEdNOVEMBER/DECEMBER 2002 Scott Adams Captures the Comical Side of Business Teachers Who Make Magic In the Classroom The Best-Built BACs Bi Ed SPECIAL FOCUS: z INNOVATIONS INCont TEACHING ents 64 NOVEMBER/DECEMBER 2002 VOLUME II, ISSUE 1 16 8 Yezdi K. Bhada 22 DEPARTMENTS SPECIAL FOCUS FEATURES 4 From the Editors 22 Top of the Class 16 Funny Business What characteristics does a teacher “Dilbert” cartoonist Scott Adams 6 Letters need to be a peerless professor? draws a satirical but insightful 8 Headlines picture of the corporate world. 28 Classroom Magic 52 Technology Four innovative and award-winning 40 Build the Best BAC teachers cast a spell that transforms If your school’s business advisory Bookshelf 54 their students and their classrooms. council isn’t yielding the hoped-for 56 Your Turn results, you may need to fine-tune 36 Grading the Teachers your approach. 58 Calendar What tools should you use when Classifieds evaluating a teacher’s performance? 46 Tulip Fever 59 A survey of business school deans Business incompetence is always in 64 Spotlight and administrators offers surprising bloom. How to spot it—and how answers. to teach students to avoid its fertile ground. Cover photo by Timothy Archibald BizEd NOVEMBER/DECEMBER 2002 1 Fromthe Editors What It Takes to Teach Many people believe that “anybody can be a teacher.” After all, it’s just telling a group of students something they need to know, right? How difficult can it be? Quite difficult, as anyone who is or has been a teacher will testify. Whether you’re teaching kindergarten or college, economics or English, teaching is a vocation that requires a diverse, almost ineffable combination of talents. Professor Regina Bento of the University of Baltimore’s Merrick School of Business, who is profiled in this issue, says that teaching is akin to “casting a spell” and that learning is akin to “falling in love.” So, a good teacher not only must know the material, but also must be part magician and part matchmaker, sparking in students a love of the discipline and a desire to learn more. That’s a pretty tall order. I must admit, I’ve never taught a business course. But for five years I taught my own specialty—English composition—to col- lege freshmen. I soon discovered that teaching is no simple feat. In my first year of teaching, I practiced my lesson plans as an actor rehearses a script. I worked on my inflection, gestures, and use of props. I’d “stage” my class carefully. Should the students have their desks in a circle or break into small groups? With what idea should I start to pique their interest and provoke a lively, meaningful discussion? Then, I’d walk to my classroom door, take a deep breath, and walk in. Showtime. As the years went on, however, it became increasingly clear that as a teacher, I had to be better at improvisation than rehears- al. I had to think fast, for instance, when a student asked defiantly, “If Virginia Woolf can use a semicolon any way she wants, why can’t we?” My care- fully planned lesson on the use of semicolons, colons, and their brethren evaporated. Instead, we broke into an impromptu discussion of Virginia Woolf’s unconventional use of punctuation. And I was astonished. My students were actually interested! Together, we came to the happy realization that you’ve got to know the rules before you can break them effectively. To be honest, I’d never thought of it that way before. I also realized something important about teaching: Although it’s essential to be prepared, sometimes it works best just to make it up as you go along. Unlike the award-winning teachers featured in this issue, I can’t say that I broke into the realm of the innovative with my little punctuation epiphany. But my students learned something. As Professor Yezdi Bhada stresses in this issue, learning is the ulti- mate goal of teaching. That idea may seem clear now, but it hasn’t always been so obvious to many educators. I know it took time for me to realize that the essential responsibility of teachers is to ensure not that they teach, but that their students learn. In addition, my students taught me something. Indeed, inno- vative teaching—and its corollary, innovative learning—is achieved when teachers actually learn from their students. That’s when teachers know…it’s working. Iz BILL BASCOM 4 BizEd NOVEMBER/DECEMBER 2002 Le ters The Babe, t Baseball and Wonderful Women schools should highlight and market this invaluable training and the flexi- Tampa I would like to extend my gratitude to bility it can bring as they strive to BizEd for “Educating Women,” the attract women and break through wonderful article you put together that 30 percent barrier. On April 4, 1919, on professional women in education I am acutely aware of the value Babe Ruth’s longest for your July/August issue. of an MBA in starting my own busi- Helen Frame Peters ness. In 1979, I earned my MBA home run landed Dean from UCLA’s Graduate School of in our front yard.* Boston College Management (today the Anderson Chestnut Hill, Massachusetts School). When I started my business in the early 1990s, I had six children, And we continue to Thank you for your informative July/August ranging in age from 3 to 12. My issue’s articles on women in business independence gave me the variable make history. and the factors contributing to the hours I craved. The ability to sched- 30 percent barrier. I found, however, ule my work times around my chil- 1,100 undergraduate business majors that the articles’ focus More than 400 MBA and MS-TIM on barriers in corporate students America and academia State-of-the-art building opened August 2000 neglected the enormous Financial center with Bloomberg strides women have Professional™ real-time trading made as entrepreneurs. Six centers and institutes According to the Center Home to TechVillage Tampa Bay for Women’s Business business incubator Research, women own University students from almost 100 roughly 28 percent of all countries privately held companies More than 600 community and in the U.S. While that business leaders on boards, advisory number is not much dif- groups and support groups serving ferent from the magic 30 the University percent of women in b- Accredited by AACSB International school, the rate of increase is note- dren’s school hours, limit hours ini- * By the way, it was 587 feet. worthy: During the last five years, tially, and ultimately increase them the Center estimates that the number as my children (and business) grew of women-owned firms increased 14 were critical to me. My MBA played percent nationwide. Furthermore, a leading role in my business’ success sales grew by 40 percent, and and in my ability to balance—usual- employment increased by 30 percent. ly—the demands of family and work. These numbers represent an Linda Abraham opportunity for MBA programs President trying to increase the number of Accepted.com The University of Tampa women in their classes because busi- John H. Sykes College of Business ness schools don’t exclusively prepare Correction 401 W. Kennedy Blvd., Tampa, FL 33606 their graduates for rigid corporate In the “Spotlight” column of the (813) 258-7388 Web site: www.ut.edu careers. They also train them for July/August issue, the dean of entrepreneurship, which frequently ESPAE’s business school was incor- provides greater flexibility and a rich- rectly identified as Juan Alvarado. BUILDING BUSINESS LEADERS SINCE 1931 er family/work balance. Business The current dean is Moises Tacle. 6 BizEd NOVEMBER/DECEMBER 2002 Headlines Season’s Deanings Responsibility for creating the view the cards as one little gesture cards rests with the staff at the exter- that says, ‘We want to thank you for The holiday season is a time for remembering nal relations office, which begins your association with us and for the your close connections, acknowledg- brainstorming ideas in October. help you’ve given the school.’ The ing your blessings—and showing off “Since most of the people in the cards are an annual reminder that we your sense of humor. Since 1998, the office are students, they come up can design in a fun way. But we deans at Brigham Young University’s with some zany ideas,” says Joseph don’t want to make more of them Marriott School of Management Ogden, assistant dean of external re- than that.” Nonetheless, it never have been sending out greeting cards lations at the Provo, Utah, school. hurts to help donors and alumni as- that feature dean Ned C. Hill and as- “During the Olympic year, one stu- sociate a face with an institution—es- sociate deans Lee T. Perry and W. dent submitted a sketch of the three pecially when that face is topped by a Steve Albrecht in lighthearted poses. deans skiing, each of them hitting a Santa Claus hat. The cards go to about 1,600 univer- progressively bigger rock.” sity associates—deans and program Ogden and his staff pick the top Minority Milestone directors of other schools, major three suggestions and submit them donors, members of advisory com- to the deans, who This summer, Alisha D. Malloy turned herself mittees, and alumni. choose the final into a milestone when she success- image. “Some- fully defended her Ph.D. dissertation times we combine titled “Design and Performance several concepts,” Evaluation Ogden says. of QoS- “We’ll say, ‘We Oriented can use this Wireless idea, but we’ll Networks.” have them sit- An assistant ting in their professor suits instead of at the Uni- their pajamas versity of so we can still Ala bama, she maintain a received her professional Ph.D.
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