Description
Overview:
Are you teaching business courses or plan to teach business courses soon? Whether you are teaching business courses in a traditional classroom or online, you need specific tools and strategies to become effective with your instructional practice.
This is why Dr. Johnson has written his book, Getting Down to Business: A Handbook for Adjunct/Part-Time Faculty Who Teach Business.
Regardless of the business discipline in which you teach, Getting Down to Business supports and enhances the instructional practices of teaching faculty.
Dr. J shares tips, tools, techniques and adult learning theories to help new and experienced faculty effectively facilitate classes, engage with their course materials in more meaningful ways, and design business courses that integrate active learning strategies and improve student success.
From transformational learning and rubrics to student motivation and effective facilitation techniques, Getting Down to Business will help faculty have more fun in classroom and sharpen their teaching skills.
The following list provides the chapter titles within this book.
CHAPTER 1: Teaching Business: What It’s all About
CHAPTER 2: All About Adult Students
CHAPTER 3: Student Engagement: Why It Matters
CHAPTER 4: Effective Strategies for Teaching Adults
CHAPTER 5: Communicating with Students
CHAPTER 6: Classroom Teaching Techniques
CHAPTER 7: Preparing for the First Class
CHAPTER 8: Teaching Large Classes
CHAPTER 9: Business Students and Writing
CHAPTER 10: Tests, Testing and Assigning Grades
CHAPTER 11: Teaching with Technology
CHAPTER 12: Teaching Online
Getting Down to Business was an addition to The Part-Time Press catalog of best-selling professional development books for faculty. Part-Time Press books are used in thousands of faculty development programs throughout North America.
Purchase Your Copy Today:
Order your copy signed by the author, Dr. Bruce A. Johnson.
What Customers are Saying:
“Exceptionally well written, organized and presented, Getting Down to Business is an impressively informed and informative book. Of special note is a section devoted to ‘Helpful Tips’ contributed by eleven other experts. Enhanced with the inclusion of a series of Figures, a Glossary, and an Index, Getting Down to Business is a unique and highly recommended addition to the faculty member’s bookshelf, college and university library Business Education collections in general, and corporate business education supplemental studies reading lists in particular.” – Midwest Book Review
“Great tips in a concise format!”— Amazon.com review
“Very Useful Book. I teach undergraduate business courses at a 4-year college and I bought this book. The writing is lively and engaging and the tips/suggestions were very helpful – particularly the chapter on business students and writing. I would recommend this book to instructors who teach undergraduate business courses and who are looking to improve their course delivery.”—Wm. F. French
© 2015 (192 pages, Paperback.)
Excerpt from CHAPTER 1. TEACHING BUSINESS: WHAT IT’S ALL ABOUT
What Business Students Need
“All business students need knowledge “to go.” They need concrete and well-presented information. Business students want to advance in their careers or jump to new career paths. Students presented with business theories need to understand how those theories translate into practice in the workplace. As your students read through the textbook and other assigned materials, they may not relate to the concepts or understand the true meaning of business theories until they interact with them in class discussions and through written assignments.
For business students, class discussions are particularly important, because the two-way communication allows students to present their viewpoints while learning about the perspectives and experiences of other students. This, in many ways, is the definition of business. Classroom discussions offer students the ability to ask questions, seek clarification, and receive guidance. Written assignments provide a less immediate form of two-way communication, and allow instructors to follow the logical development of students’ thought processes in order to tailor feedback that is corrective and supportive.
Students taking entry-level business classes often think in terms of “need to” and “should” statements. These students often have a rigid attitude about the business world, believing that all organizations follow a standard set of operating procedures, and that organizational issues are easily identified and corrected through the implementation of business theories. Business instructors need to guide students through the process of critical analysis and the development of well-informed and researched perspectives. A learning environment which emphasizes critical thinking and analysis and builds communication, writing and research skills helps students meet their academic and career needs.”
Take advantage of the sale price and use Dr. J’s book for your ongoing professional development.
