Karl Sooder
College of Business Administration
Marketing

Year Awarded: 2004

Teaching Philosophy

Respect is a simple, but a very powerful and dynamic, life change-agent. Ideally, we demonstrate respect for our students, faculty /administration colleagues and community citizens through our personal demeanor, conduct and by our personal leadership both within and beyond the classroom. Respect is at the core of teaching effectiveness with the following process elements included:

•Vision: encourage students to continually develop and pursue a life-changing self vision.

•Empowerment: provide the democratic environment where students sense the freedom to grow, "to think outside-of-the-box," and develop analytical-creative solutions which are deemed as useful.

•Innovation: to bring continual scholarly additions to the class by expanding beyond basic text materials, including the most recent research and data in the field.

•Charisma: fully energize the class atmosphere through dynamic interactions, explanations and presentations.

•Values: model the key contributions made to personal success and satisfaction made by solid values and good character.

•Diversity- maintain a keen sensitivity to the manifold benefits brought to all of society by it inherent diversities (economic, cultural, international, etc.).

•Accountability: provide challenges and assessments which are demanding but fair in which student growth and development must be adequately demonstrated. Clear benchmarks and guidelines are established. Consistent grading is maintained. Timely quality commentary and guidance are given.

• Availability: be accessible to current, former and prospective/referral students for listening, information, guidance and counseling.

• Privacy: recognize the utmost importance of maintaining student privacy and confidentiality.

• Return-on-investment: recognize that students invest money, time and, hopefully, considerable personal commitment to courses. Provide them with a solid return that always exceeds "syllabus expectations."

•Enjoyment: the mutual learning process is more productive when, in the end, all parties involved can truly feel that the process has been enjoyable.

• Self-development: proactive involvement in professional activities including participating in faculty workshops (FCTL), developing course materials and making national contributions to the faculty member's teaching area and to its best practices.

•Individual Differences: where appropriate, adapt to the various learning styles evident in specific class sections. As necessary, provide out-of-class assistance to certain students based on the need for differentiating learning.

• Technology: incorporate technology into the course syllabus, in-class activities and course projects.

•Passion: communicate a genuine love for the process of constant learning, mentoring and coaching as the ultimate source of student inspirations.