Marketing Management Association 2011


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The 9th Annual Marketing Management Association Teaching Awards Competition sponsored by Hormel Foods. Presentation by Theresa B. Clarke, Ph.D. from James Madison University.

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  • Mention competitors and how honored I feel Thank Hormel for sponsoring this award, thank the judges and thank the audience. I hope that my presentation is of some value to you. The Hormel Name: A Longstanding Reputation for Quality Since 1891 the Hormel name has been synonymous with quality, value and innovation.
  • I hope that you all have a few takeaways from my presentation that you can apply to your teaching.
  • I want them to see that marketing is all around them. Developing a great understanding of marketing can help them no matter what career path they choose. Think Like a Marketer will teach and show you how to:  • Think, act, and communicate like a marketing pro. • Identify and capitalize on the marketing opportunities that abound in your business every day (but are usually missed). • Stand out in a cluttered and overcrowded marketplace. • “ Stir the pot” to build and maintain marketing momentum. • Devise a practical marketing strategy that will show positive results, even on a bare-bones budget. I attended an initiation ceremony for one of my students who was being inducted into Phi Kappa Phi. While I was waiting for the ceremony to begin, I read the program and learned that the society's motto is Φιλοσοφία Kρατείτω Φωτῶν ( Philosophía Krateítõ Phõtôn ), which is translated as " Let the love of learning rule humanity ", and its mission is "to recognize and promote academic excellence in all fields of higher education and to engage the community of scholars in service to others. I put that saying on all of my syllabi, and sometimes I include it in my email signature line. Surprisingly, some students pick up on that . (Perhaps bring picture of me and Lauren). My class is such a small part of their journey of learning. Want students to recognize that they are on a journey, embrace each part of the journey, and recognize that it should never end once they are done with my class and their college career. If I can somehow make a significant impact in these two areas, then I feel I have given my students a great gift that will help them for the rest of their lives.
  • But, in my early years, I made a major mistake that I actually think might be common amongst those new to teaching. Namely, I worried a lot about my teaching evaluations and I equated those scores to learning outcomes and my effectiveness as a teacher. It was mostly my evals that I obsessed about. I’ve always been dedicated to my teaching and I’ve always worked very hard at honing this craft. So I don’t want you to think I have marginalized my inputs into the teaching role. But, I evaluated my effectiveness based almost solely on two types of outputs of my teaching: the students’ qualitative and quantitative evaluations . I’m lucky to say that I have never had bad evals. But even so, I used to feel anxious about it and when my evals would arrive in my mailbox, I was over the top on analyzing every item. I would look at those evals and input the data in a spreadsheet each semester and look at the data for hours to try and develop strategies for improvement. Likewise, I would content analyze the qualitative information as well. I would beat myself up for days I evaluated what kind of teacher I was, almost solely on the outputs. And one day a little over five years ago, I had an epiphany, and I realized that I was evaluating my effectiveness in the wrong area…. This was a huge turning point in my academic career.
  • While I don’t neglect the students evaluations, I don’t worry about them like I used to. And I started looking at other outputs, such as thank you letters from students, job placements, and student performance on our assessment tests. And I REALIZED THAT WHEN I FOCUS ON THE RIGHT INPUTS, GOOD OUTCOMES WILL NATURALLY FALL INTO PLACE, BECAUSE I TRUST THAT I AM DOING THE RIGHT THINGS. My heart is in the right place and I have clear plans for what I want students to learn from each and every class. I experienced a good shift in perspective. And with this, came a greater level of comfort, confidence,
  • I actually developed this acronym 11 years ago and published a conference paper called “Dimensions of Teaching Effectiveness”. So this is something that I truly embrace.
  • To be a successful teacher in today’s environment, I believe that one must embrace technology rather than fear it. I don’t espouse using every technology available, rather I recommend having an open mind, lots of experimentation and careful evaluation of technologies. I try to help my colleagues embrace it and not be afraid of it. It helps me to connect with professors and students. It helps me with clarity and organization
  • JME email, bulletin boards ---  social media, online collaboration tools, I’m open to using technology.
  • Not just when you are in class, but when grading, prepping, etc. It makes a real difference. Fortunately I have a lot of natural passion for teaching and for our discipline of marketing, so this input isn’t too difficult for me. But, like everyone, we all have bad day every now and then. Donnelley.
  • Tips: A good shot of espresso! Seriously, I believe it is important for everyone to recognize what gives you energy in the classroom. For me, it is interaction with the students. So when I’m feeling not so energetic, I try to tap into their energy as a means for reenergizing myself. One of my tricks is my energy bag. It includes big pieces of paper, markers, tape, an eraser, some white out, I can use this bag with almost any course that I teach, and most any topic. So if I’m just not feeling myself on a given day, I bring this bag to class, break them into DIFFERENT groups of people, and give them some type of marketing problem to workout for about 20 minutes (e.g., develop a print ad using an emotional appeal, propose an effective form of sales promotion for this topic, create a crowdsourcing idea around this project, ). I walk around the class and chat with each group about their ideas. We later share our findings with the class, and I’ve got my energy back. Bring an example of the bag to the conference. Emergency backup plan.
  • Syllabus: Take your heart to work and ask the most and best of everybody else too. Raise the bar a little at a time. I’ve learned over the years at JMU, what most students are capable of doing. I create assignments, projects, and exams a little higher than that. And, throughout the semester, I gradually raise the bar in terms of quality expectations.
  • Online Student Information Form. What grade do you hope to receive in this class? Mutual relationship and partners in learning. I grade their papers, but I also let them grade me. If they find a typo or a grammatical error in any form of communication with them, I give the first person to report it to me a homework point. Take pride in the quality of their work. Little things can mean a lot. Unacceptable to dogear an assignment rather than use a stapler. Google Challenge I try to be their cheerleader.
  • Periodically view the GAPS model of service quality as applied towards teaching. Surveys, polls, anonymous feedback form Stop, start, continue Solicit their feedback via anonymous evaluation forms. Learn their names ASAP via name plates. Office comfortable and welcoming Extra office hours day before test or project is due.
  • Everything is better when we are in a positive mood state. While I’m not a comedian, I try to incorporate something into each class to make my students smile or laugh. I also try not to take myself too seriously. I poke fun of myself every now and then so students see that I’m a normal person just like they are. Helps in making the professor more approachable. Make learning fun. Collection of products, soap quiz, packaging exercise First day of class, I try to make an effort to share something personal about myself (like a quirky behavior). I like to eat M&Ms in a certain color order best for last (dark to light)
  • Lectures, visual aids, assignments, assessment, teaching techniques. I have a very open mind about this and I actually enjoy learning new things and hearing other perspectives about teaching. MER Teaching Resources Teaching Competitions 10 workshops CIT and CFI and 2-4 webinars per month Delaney Kirk
  • JMU has PHENOMENAL resources to help faculty. CFI – CIT – Many of our resources are open to the public, not just JMU. Podcasts, white papers,
  • Marketing Bridge Blog This includes helping students connect with each other. Blog post partners in SIM When I put students into teams for a group project, I always include a short “get to know you” exercise where they are tasked with creating something together (such as a team name and a photo – Dirty Divas) Client Projects Lots of guest speakers Alumni judges of presentations Client grade and me grade Manage our departmental Facebook, Twitter, and LinkedIn pages.
  • I genuinely love marketing . When I was a little kid setting up lemonade stands, selling girlscout cookies door to door, and hosting carnivals for muscular dystrophy
  • Give to the discipline via research Give to marketing educators via teaching resources (MERLOT) – submitter, author, editor MER Webmaster and MERLOT various positions held PSE and MKT Faculty Advisor Social Media
  • When I
  • Marketing Management Association 2011

    1. 1. The 9th Annual Marketing Management Association Teaching Awards Competition sponsored by Theresa B. Clarke, Ph.D. (formerly Theresa B. Flaherty) Professor of Marketing James Madison University
    2. 2. Agenda <ul><li>Two Main Teaching Goals </li></ul><ul><li>An Epiphany about Teaching Effectiveness </li></ul><ul><li>Inputs into Effective Teaching </li></ul><ul><li>clarketb </li></ul><ul><ul><li> </li></ul></ul>
    3. 3. Two Main Teaching Goals <ul><li>Think Like a Marketer </li></ul><ul><li>Embrace Lifelong Learning </li></ul>
    4. 4. How I Used to Evaluate Teaching Effectiveness Teaching Inputs Learning Outcomes (Student Evaluations)
    5. 5. How I Currently Evaluate Teaching Effectiveness Teaching Inputs Learning Outcomes (Student Evaluations Plus Much More)
    6. 7. <ul><li>Embrace technology as a teaching and learning tool. </li></ul>
    7. 8. <ul><li>Clarke, III, I., Flaherty, T. B ., Mottner, S. (2001). Student Perceptions of Educational Technology Tools. Journal of Marketing Education, 23 (3), 169-177. </li></ul><ul><li>Twitter Professor’s List </li></ul><ul><ul><ul><li>!/TheresaBClarke/marketing-professors </li></ul></ul></ul>
    8. 9. <ul><li>Put high energy into every aspect of the teaching role. </li></ul>
    9. 11. <ul><li>Set ambitious goals and expectations for my students AND myself. </li></ul>
    10. 13. <ul><li>Never forget that others are paying for my time and expertise. </li></ul>
    11. 15. <ul><li>Find ways to make others smile and laugh at myself </li></ul>
    12. 17. <ul><li>Committed to always find something to improve </li></ul>
    13. 18.
    14. 19. <ul><li>Helping students and practitioners connect with one another </li></ul>
    15. 21. <ul><li>Sharing my love of marketing as much as I possibly can </li></ul>
    16. 24. Theresa B. Clarke’s Contact Information [email_address]!/TheresaBClarke theresa.b.clarke (Skype) 540-568-3238