Teaching Experiences

My Teaching Experiences

I have taught courses to Euroacademy students, Masters students with and without work experience and MBA students as well as executive MA-type courses in Estonia and Lithuania.

My teaching experience includes a wide range of delivery methods:

E-learning and Distance learning
Problem based learning in groups of 10-15 students
Lectures, seminars and tutorials

Also I am a member of two research and work groups in the following projects:

– PRME Working Group on Poverty as a Challenge to Management Education (PRME, which CEEMAN (www.ceeman.org) is leading).

The vision of PRME Working Group on Poverty as a Challenge to Management Education is to be advocates for the integration of poverty-related discussions into all levels of management education worldwide.

– CEEMAN Sustainability Working Group (coordinated by Lviv Business School (LvBS) in cooperation with CEEMAN Office).

CEEMAN Sustainability Working Group that will provide a platform for a structured dialogue and sharing of best educational and institutional practices in the area of corporate social responsibility and sustainable development, generating intellectual capital on the issue and help to form new strategic partnerships.

Since 2009, I have taught the following courses and modules:

2017-Present: Marketing policy of the company (Master Level Course), Euroacademy, Tallinn, Estonia.

2017-Present: Marketing (Bachelor Level Course), Euroacademy, Tallinn, Estonia.

2009-Present: the European Union´s Economy (Master Level Course), Euroacademy, Tallinn, Estonia.

2012-2012: Project Management (Bachelor and Master Level Course), ISM University of Management and Economics, Vilnius, Lithuania.

2011-2011: Project Management „Business Success Depends on Projects?“, MA Course in Design and Development of Virtual Environments, University of Tartu, Tallinn Tehnopol, Estonia.

You can find an overview and description of the courses here:

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EU Economy

Introduction This course is aimed at on the basis of existing knowledge to students of economic theory and the world economy to analyze the theoretical foundations of the economic integration process and its impact on business development in the European Union. As the object of study is chosen the most advanced model of integration processes […]
Project Management

Introduction Many of the ideas contained in these notes are a summary of literature encompassing theoretical & personal experiences and methods of the projects development. My own experience has added a number of perspectives as well as biases which turn me into someone who is far from being a cold, impartial observer of this issue. […]
Marketing Policy of the Company

Introduction Welcome to Introduction to Marketing Management. I look forward to meeting you in our first class on February, 2017 and getting to know you during the spring semester. Here is the preliminary course syllabus. Almost all of the details you need on the course are here. It contains helpful information on the course objectives, […]
Marketing

Introduction Welcome to Introduction to Marketing. I look forward to meeting you in our first class on February, 2017 and getting to know you during the spring semester. Here is the preliminary course syllabus. Almost all of the details you need on the course are here. It contains helpful information on the course objectives, what […]

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Lecture Organization

I spend a lot of time organizing my lectures. For each class, I will have only two or three pages of outline notes to myself. These notes are there as reminders of what I need to talk about and when. Prior to each class, I look over the notes and remind myself of what I need to say. The notes provide organization in a topic-comment form that is obvious to me and that I attempt to make evident to the students.

I don’t believe that we need to reduce the amount of content students are responsible for. Knowledge is the foundation from which higher-level learning and critical thinking can occur. I do believe in reducing the amount of new content a student is presented with during a lecture. This means that students should be responsible for some of their own learning outside of lecture. This can be done by pre-reading plus assessment such as a quiz for motivation, project research, etc. There are some lessons in which the content is challenging for students. Assessments should be frequent and support learning objectives. Frequent assessment not only reinforces the content throughout the term, but also helps students accumulate a body of knowledge, gain deeper understanding, and provides the opportunity for self-assessment. The teacher can gauge how well students understand course material and they can address misconceptions. Assessment restricted to midterm and end-of-term often fosters short-term learning. Self- or peer-assessment has many additional benefits including the development of critical reasoning and writing skills. Assessments of other types of activities are also important even if only worth a few marks.

One of our main responsibilities as educators is to provide students the tools and skills they need to not only be good global citizens, but also to be equipped to make positive changes to our world. Sustainability education is about making students aware of issues (and their complexity) that affect the health of the planet and humanity. It is easy to relay examples of doom and gloom that surround us, but we also need to help develop attitudes and abilities to move forward for positive change. Engagement in community projects provides students with local context and sense of place.

I take interest in my students’ academic growth, often giving advice based on my experiences as a student, advisor, scientist, and educator. All of our students are capable of success, but many need guidance and motivation to reach closer to their potential. Through advising, presenting study skill workshops, and by example, I try to help students reach their goals in academics, career planning, and as good global citizens.

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Classroom Teaching

I watch the class carefully. This technique is critical for me. I have often heard people promote the virtues of “making eye contact” when lecturing. It seems to me that eye contact is a natural consequence of caring about one’s listeners. In watching the class, I am allowing the students to communicate both their level of understanding and their current affect. If I am uncertain about their current state, then I will probe them.

Often, I will get the sense that some number of students have lost the thread of what we are covering. On such occasions, I will ask everyone to indicate how well they understand the current material on a five-finger scale, one being clueless and five being total comprehension. Another scale that I use a lot is the head nod. I simply ask the class to nod their heads, yes or no, to answer a question such as, “Should I go on? Do I need to go over this again? Are we getting sleepy? Did this example work or do I need to provide another?”

During class, students are attempting to understand what is being presented and at the same time they are trying to get some of the material into their notes. People are not very good at doing two things at once when both tap the same resources, and thus, understanding and note taking typically suffer through their mutual interference. This does not have to happen. Whenever I am presenting something that is new or conceptually difficult, I instruct the students to stop their note taking. I then tell them that I will discuss this material in a couple of different ways until they agree that it is clear, and then I will describe it one more time for their notes. The intent here is obvious. First, the students listen and ask questions until we agree that the material is clear and understood and then they write it in their notes. When I present material that I do not intend to test them on, I tell them that what follows should be of interest given what we have just gone over but that they need not put it into their notes. With a few absolutely essential concepts, I tell them, “Write this down, underline it, and put stars around it. It will be on the test.” Having done this, I make sure that this material is on the test.

Tests. Some number of years ago, it finally dawned on me that the purpose of tests is not to provide a means for distributing students along a grading curve, but rather to structure their studying. Studying can be a terrific learning exercise if students know what to study. I now believe that the best way to engender effective studying is to provide a sample test and a review session that discusses it. I always do this and the review sessions are one of the most intensely informative and satisfying times for both the students and for myself.

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Teaching Experiences

My Teaching Experiences

Since 2009, I have taught the following courses and modules:

You can find an overview and description of the courses here:

EU Economy

Project Management

Marketing Policy of the Company

Marketing

Lecture Organization

Classroom Teaching

Contact

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