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The following learning plans and teaching projects are intended only as examples of what can been done under this program. You need not follow them in form or content when completing your application. The examples are taken from the Greening the Future, a compilation of the Miami University Alumni Teaching Scholars Program, the pilot program for this teaching enhancement initiative. We would like to thank Milt Cox, director of the Miami project, for his permission to use these examples. Teaching Scholar Initial Learning Plan Robert C. Beatty--Business Overview ATS Goals and Objectives Goal #1: Integrate Student Involvement "Best Practices" Into My Teaching Portfolio for my focus course Overview: Although I have been teaching college students for over six years, I feel like a have much to learn about being a dynamic and effective instructor. Much of what I have learned about teaching I have acquired from informal conversations with other faculty in my specific academic area. Although I feel that I have acquired a significant amount of information about solid teaching fundamentals from my colleagues and peers, I would like to integrate a few new teaching techniques into my course of study that have been found highly successful by other faculty and instructors. The goal is to increase student involvement in the learning and to enhance the student's motivation to take ownership for the learning process. Role of ATS Program: The only way to be exposed to new pedagogical techniques and instructional "best practices" is to learn from my peers and colleagues from disciplines throughout the university, as well as, other college and universities. I will constantly search for new technique to integrate into my teaching style and methodology that will increase student involvement. Role of Mentor: My mentor is a full professor in MIS and has taught at Miami University for over 10 years. He possesses a wealth of knowledge on successful classroom instruction and learning techniques. I plan on meeting with him once a month for a "learning lunch" in which we can discuss: 1) teaching challenges in the classroom, 2) possible teaching techniques to implement to address the problem, and 3) feedback results from my student associate on students perceptions of these new techniques. Role of Student Associate: My student associate is currently a student in my course in electronic commerce. I plan to use him as my in-class "quality control" specialist. It his job to evaluate how well some of my new teaching techniques and practices are "working" in the classroom. I am asking him to sit down with me twice a month to provide me with feedback on what I am doing right to improve instruction in the classroom, and also what I need to improve on to enhance learning for my students. Scholarship of Teaching: I am not planning on using this particular program goal as a potential research or evaluation project. Use of Funds: I am not planning on using my funds on this objective. Timeline:
Goal #2: Integrate Student Feedback "Best Practices" Into My Teaching Portfolio for my focus course Overview: The profession of teaching is a constant learning experience. Instructors must constantly seek new methods to improve the level of instruction provided in their course. Instructors must also take the necessary time to provide their students with the opportunity to evaluate their teaching experience. I believe that one of the best ways to evaluate the effectiveness of your teaching is to simply as the client - the student. I would like to find effective methods for obtaining constructive feedback from students regarding key aspects of the courses I teach, including: 1) my teaching methods, 2) methods or techniques to improve their level of understanding, 3) knowledge evaluation tools (e.g., exams, quizzes, assignments, etc.) and 4) course structure and content. Role of ATS Program: The only way to be exposed to new student feedback techniques and instructional "best practices" is to learn from my peers and colleagues from disciplines throughout the university, as well as, other college and universities. I will constantly search for new technique to integrate into my teaching style and methodology that will increase student involvement. Role of Mentor: My mentor is a full professor in MIS and has taught at Miami University for over 10 years. He possesses a wealth of knowledge on successful classroom instruction and learning techniques. I plan on meeting with him once a month for a "learning lunch" in which we can discuss: 1) teaching challenges in the classroom, 2) possible teaching techniques to implement to address the problem, and 3) feedback results from my student associate on students perceptions of these new techniques. Role of Students Associate: My student associate is currently a student in my course in electronic commerce. I plan to use him as my in-class "quality control" specialist. It his job to evaluate how well some of my new feedback techniques and practices are 'working" in the classroom. I am asking him to sit down with me twice a month to provide me with feedback on what I am doing right to improve instruction in the classroom, and also what I need to improve on to enhance learning for my students. Scholarship of Teaching: I am not planning on using this particular program goal as a potential research or evaluation project. Use of Funds: I am not planning on using my funs on this objective. Timeline:
Goal #3: Develop and implement the Miami International Professional Business Internship Program (MIPBIP) Overview: One of the important tasks facing international business organizations is attracting and hiring individuals that possess the requisite skills and abilities to succeed in an international business career. Locating these individuals is a daunting task since many organizations are reluctant to spend the necessary resources to train and develop their employees for jobs in a foreign country. Faced with this dilemma, many businesses are turning to the academic environment for help solving this difficult human resources problem. I am planning on developing a program that will provide select students with the unique opportunity to gain both academic and professional international business experience while studying abroad. Role of Mentor: My mentor just recently developed an international program for countries on the Pacific Rim. I believe that his knowledge and experience with this topic will prove invaluable as I proceed with the project. I plan on meeting with him as required to assist me in the implementation of this program. Role of Student Associate: My student associate will act as a "sounding board" for this project. I will use him to provide a student's perspective of the content and structure of the program. I am confident that his insights into what students would want from a program like this will be extremely helpful during the development of this program. Scholarship of Teaching: I am not sure exactly how I am going to evaluate the success of this program. I am confident that this project will provide me with many opportunities advance the scholarship of teaching through both research projects and presentations. Use of Funds: I am planning on using the funds to support some aspect of the project. I will also require additional funds for the successful completion of the project. Timeline:
Teaching Project of Bob Beatty Miami International Professional Business Internship Program (MIPBIP) 1. Overview In order for the businesses of today to be successful tomorrow, they must continue to view the competitive environment that is business at a global level. The processes, practices, and methodologies that comprise today's modern business environment are changing and evolving to allow organizations to compete on a worldwide level. The emergence of new information sharing technologies has allowed organizations to establish new business rules and partnerships that transcend both country borders and human cultures. Business organizations are developing and adopting dynamic operational strategies that will allow them to operate and succeed in this new global marketplace. The ultimate success of these strategies is incumbent upon the unique business knowledge and expertise of the talented employees who are asked to perform in this challenging environment. Unfortunately, many business organizations have found that there are an extremely limited number of business professionals with proven international business experience to meet the growing demand. One of the important tasks facing international business organizations is attracting and hiring individuals that possess the requisite skills and abilities to succeed in an international business career. Locating these individuals is a daunting task since many organizations are reluctant to spend the necessary resources to train and develop their employees for jobs in a foreign country. Faced with this dilemma, many businesses are turning to the academic environment for help solving this difficult human resources problem. Although today's business students are given some exposure to the basic theories, issues, and concepts relating to international business, this alone is not sufficient to prepare our top students for careers in this new international marketplace of business. Therefore, it is essential that today's business students be provided with both instruction and practical business experience that will prepare them for a successful career in the new international marketplace. 2. Mission The mission of this program is to provide the top business students within the Richard T. Farmer School of Business Administration at Miami University with the unique opportunity to: 1) obtain both hands-on practical business experience while working as a business intern in an actual business organization, 2) receive instruction on international theories, issues, and concepts while working with closely with business students from a foreign country, and 3) experience the history, culture, customs, and people that comprise just a small portion of our global village. 3. Objectives The objectives of the Miami International Professional Business Internship Program (MIPBIP) are to:
4. Program Description This program is a demanding 12-week international educational program based in London England. Students selected for this program will be assigned as a business intern at one of the ten specially selected U.S. companies that have offices in and around the City of London. They will serve as a business intern for a period of approximately 9 weeks. As a business intern, students will be responsible for successfully meeting and exceeding the expectations of their host company (e.g., corporate partner). Students will also be required to attend a night class once a week on International Business Issues in Electronic Commerce. This course will be jointly taught at the host university by Dr. Bob Beatty and a faculty member from the host university. The students in the course will be comprised of both students from the host university and students in the MIPBIP program. Students will receive 3 credit hours for the successful completion of this course. On the completion of the 9-week internship, students will be given the opportunity to experience the sights, sounds, and culture of Europe. The students will spend three weeks traveling through Europe visiting exciting destinations including Amsterdam, Munich, Venice, Rome, Monaco, Barcelona, and Paris. 5. Context The exciting aspect of this project is that there is not another program like this program offered at another college or university. Therefore, it will be difficult to investigate what other academicians have done to try and provide college students with practical international business experience. Although there are some articles on the importance study abroad programs for college students, there are few articles on international internships. 6. Proposed Solution The solution to the problem is obvious - provide students with a program to address this need. Since there is not an existing program that is designed to provide students with practical international business experience, it will be difficult to benchmark the success or failure of the program. Any suggestions on the best way to evaluate the program will be helpful. 7. Evaluation It will be difficult to fully assess how effective the program is on preparing students for careers in international business. Only time will tell whether the experience was helpful to the student in their business career. Therefore, I am relying on the perceptions and opinions of the key stakeholders (e.g., students and company partners) involved in the program to evaluate the immediate success of the program. I will provide both the students and companies a number of opportunities to evaluate all phases of the program from start to finish. Their opinions will help guide the future of the program. 8. Timeline The following a brief timeline for some of the key phases and tasks associated with this program:
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