In much of higher education -- and in graduate and professional
teaching in particular -- this relationship breaks down. In business
schools, where I teach most often, lectures are given by professors
-trained as academic sociologists, economists, and psychologists. Very
-few MBAs become social scientists. I have seen how a failure to
-recognize this dynamic can lead to a lack of respect and connection
-between teachers and students treated as, ``the folks who pay the
-bills.''
+trained as academic sociologists, economists, and psychologists. Of
+course, very few MBAs become social scientists. I have seen how a
+failure to recognize this dynamic can lead to a lack of respect and
+connection between teachers and students treated as, ``the folks who
+pay the bills.''
Business school has also shown me that teaching that overcomes this
dynamic can lead to transformative learning. Teaching across
worked closely with students on the design and evaluation of their
course projects. In these classes, I have developed, delivered, and
refined a series of ninety-minute lectures as a guest lecturer. These
-lectures include a lecture on online innovation communities, a case
+lectures include a session on online innovation communities, a case
study of consumer ``hacking'' of Canon cameras, and a practical
lecture on attracting participants to online communities.
regular lectures in MIT's Executive Education and Visiting MBA
programs. These lectures have focused on managing innovation, user
communities, and practical tools for innovating that include lead user
-methods, broadcast search, and the construction of vibrant user
+methods, innovation toolkits, and the construction of vibrant user
communities.
In addition to experience lecturing, I have also run a series of
relationships.
Additionally, I have served as an external advisor to two Masters
-degree students. I advised and evaluated one thesis on technology
-design and am currently advising a social scientific analysis of a
-large free software community. In both cases, I have enjoyed meeting
-regularly and engaging with students over the course of their thesis
+degree students. I evaluated one thesis on technology design and am
+currently advising a second student in a social scientific analysis of
+a large free software community. As an advisor, I have enjoyed meeting
+regularly and engaging with the student over the course of his thesis
research.
\section{Example Courses}
\item \emph{Innovation in the Internet Age}: An introduction to the
theory and practice of innovation management. Topics include
traditional firm-based innovation as well innovation by users,
- hackers, user communities, and free and open source software.
+ hackers, user communities, and free and open source software
+ developers.
\item \emph{Quantitative Research Methods}: An introductory class on
applied statistics for social scientists. Topics include basic
statistical methods up to, and including, linear regression with
\item \emph{Social Computing}: The theory, analysis, and design of
large scale, computer-mediated social systems. Final projects will
challenge students execute a study of an existing community or to
- design or create a new systems.
+ design or create a new system.
\end{enumerate*}
projects / bmh-teaching_statement / blobdiff