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.
\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 / commitdiff