Learning: A Journey, Not a Destination

As professional educators we are fortunate indeed. Most of us have the pleasure and good fortune of working in a career that we enjoy and one in which we experience a degree of success every time we step into the classroom.

What makes a "great teacher" great? Much has been written on the subject of what constitutes effective teaching, and how to measure teaching effectiveness. Student ratings and teaching evaluations are tools that are often used to gauge success in these areas. The Center for Teaching Excellence at New York University (www.nyu.edu/cte/white.html#Number1) cites research by Cashin (1995) who found that over 1,500 books and articles have been published on this subject.

Dr. Ken Bain, director of the center, is the author of a book entitled "What the Best College Teachers Do." For his book, Dr. Bain was recognized by Harvard University Press for an Outstanding Book on Education and Society. The following excerpt from his book provides insight into what he believes constitutes teaching excellence: "The short answer is—it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn."

A survey conducted by the University of Montana Center for Teaching Excellence supports Dr. Bain's conclusion. In that study students were asked to rank various behaviors/characteristics of instructors in terms of which have the greatest impact on student learning. The researchers identified eighteen behaviors that aid in the learning process. The highest rated behavior was "Instructor knowledge of the subject." The next four characteristics, in order of importance, were: 2) Respect for students; 3) Prepared for class; 4) Displays genuine love/interest for subject, and 5) Creates a positive learning environment for students.

Probably all of us exhibit some of the aforementioned behaviors in the classroom. As with many professors, my approach to classroom instruction reflects many of the positive teaching styles that I have observed from my colleagues as well as those to which I was exposed as a student. Students are most receptive to learning when they are in a relaxed, unintimidating setting. Additionally, students often respond well to energetic, somewhat animated presentations that depart from the traditional, lecture-style format. In my classes I strive to create such an atmosphere.

The teaching philosophy that I follow is a simple one. I believe that it is our responsibility to implement all of our teaching and educational skills to create a classroom environment in which students want to learn, in which valuable learning skills are acquired, and in which students leave feeling like there is still more to learn. In teaching, we should try to inspire, enlighten, and encourage students. Additionally, each student should feel that we are personally concerned about their academic welfare and their future successes.

Our objectives in teaching should include the following: to build character, competence, and confidence. I personally value the opportunity to introduce the students to the exciting and constantly evolving field of finance, including specific areas in investments, portfolio management, corporate finance, and financial planning. Through my efforts I aim to help them better understand the potential career opportunities that are available to accomplished students in fields such as financial planning, financial analysis, portfolio management, and personal investing.

We should also stress the importance of professionalism in business. Students must be encouraged to "go the extra step" in order to be successful. Let us urge them to take pride in all of their work, including homework, exams, and oral and written presentations. In addition, we should counsel the students on being model business citizens. When they leave Murray State University, each person must understand the role of ethics in business and our society.

A poem by Alan Glatthorn succinctly summarizes the role of an effective teacher in the learning process.

Let us all strive to enjoy and to make the most of the journey. We are fortunate to be associated with Murray State University. MSU enjoys a tremendous reputation as a student-centered institution, truly committed to its students. MSU allows us to wholly experience our true calling as professional educators.

Reference list:
Bain, Ken, What the Best College Teachers Do, Cambridge, MA: Harvard University Press, 2004.
Cashin, William E., "Student Ratings of Teaching: The Research Revisited." IDEA Paper, No. 32, September, 1995 [Center for Faculty Evaluation and Development, Kansas State University, Manhattan, KS.