Jim Lyttle, Ph.D.
Experience



TEACHING STATEMENT


I work to understand complex course concepts and inter-relations, and present them in clear and engaging ways.  I also cajole students to take the subject matter seriously: to see it as lively and important.  I encourage reasoned, well-articulated, and persuasive communication along with whatever the stated course objectives are.

Humor and frank personal examples help to shepherd students through an unfamiliar intellectual process.  Directed classroom discussions, interactive mini-lectures, creative slide presentations, and occasional group activities accommodate diverse learning styles and levels of academic preparation.  While occasionally teaching off-campus or on-line, and sometimes lecturing undergraduates, my forté is teaching live audiences of mature learners in classrooms conducive to student interaction, using the Harvard case method.

My degree in philosophy leads me to demand reflective and rigorous analysis.  My 100% case-study MBA leads me to encourage charitable consideration of multiple perspectives.  My training in discussion leadership at Harvard leads me to demand feasible suggestions and relevant recommendations.  In classroom discussions and written submissions, students must take an evidence-based position and defend it tactfully.  I have become an advocate of adhering to a bibliographic (generally APA) as a tool of cognitive discipline.

Because the subject material is reasonably intuitive, less time is spent imparting knowledge than drawing out and organizing student ideas.  Because the students are adults, it does not seem appropriate to cocoon them in an artificial learning environment.  They face realistic and ambiguous challenges so they can make mistakes and take responsibility for them in class, instead of on the job.  The goal is critical thinking (applying intellectual criteria to propositions before accepting them) instead of adherence to fashionable academic, business, or social trends.



ORGANIZATIONAL BEHAVIOR


Graduate--MBA
Penn State Great Valley - MGMT 501 - 10 times
York University (Schulich) - OBIR 5100 - 6 times
Long Island University - MBA 613 - 16 times
Upper Iowa University - BA 505 - twice, once online
 
Undergraduate
University of Minnesota - MGTS 3401 - 17 times
Long Island University - MAN 152 - 15 times
Ryerson University - CMGT 405 - twice
 



RELATED COURSES


Principles of Management--Undergrad
Long Island University - MAN 101 - 9 times
DeVry University - MGMT 303 - 9 times
Ryerson University - CMGT 100/200 - 8 times
 
Social Issues/Business Ethics
Penn State Great Valley - BUSAD 551 (Social Issues) - twice
University of Lethbridge - MGMT 3031 (Responsibility) - 3 times
DeVry University - HUMN 205 (Ethics and Technology) - 7 times
DeVry University - HUMN 445 (Theoretical Ethics) - 5 times
 
Communications/Skills
University of Minnesota - MGTS 4475 (Negotiation) - 3 times
Penn State Great Valley - BA 517 (Communication) - 12 times
University of Lethbridge - MGMT 3080 (Mgmt Skills) - 3 times
DeVry University - SPCH275 (public speaking) - once, team taught



STUDENT EVALUATIONS


University of Minnesota

UMD Student Evaluation Forms, using a Likert scale on which
6 means Strongly Agree and 1 means Strongly Disagree.

6 = Best Score
1 = Worst Score

Spring
2016
I felt comfortable asking questions 5.62
Created open respectful environment 5.57
Instructor graded in a timely way 5.49
The instructor was organized 5.49
Clearly articulated expectations 5.46
Instructor used class time well 5.40
Regular assessment of class progress 5.40
I learned a lot in this course 5.38


Penn State University

Student Ratings of Teaching Effectiveness (SRTEs), using a Likert scale
on which 7 means Excellent and 1 means Poor.

7 = Best Score
1 = Worst Score

Spring
2010
Students' freedom to ask questions 6.82
Skill in encouraging students to think 6.71
Effectiveness in improving critical thinking 6.65
Instructor's responses to student questions 6.65
Instructor's knowledge of subject matter 6.59
Effectiveness of examples used 6.59
Instructor's willingness to help students 6.53
Rate in terms of preparation for class 6.53
Overall quality of the instructor 6.53



Long Island University

Student evaluations, using a Likert scale on which 5 means Excellent,
4 Above Average, 3 Average, 2 Below Average, and 1 Poor.

5 = Best Score
1 = Worst Score
Spring
2007
 How do you rate his/her knowledge of the subject matter? 4.8
 Did the instructor appear adequately prepared for class? 4.8
 How do you rate his/her fairness in dealing with students? 4.7
 Was the instructor organized in presenting the course? 4.7
 Did the instructor encourage students to think? 4.6
 Was the presentation balanced (alternative viewpoints)? 4.6
 Did the instructor encourage students to participate? 4.5



RELATED EXPERIENCE


Designed and circulated standardized syllabus templates for on-ground courses at all levels, including protected course descriptions and learning objectives for each course.

Prepared accessible but accurate instructional sample APA paper that was adopted throughout the institution (about 5,000 students).

Gave presentations to students on writing in APA style and format.

Designed and implemented Assurance of Learning exercise at Penn State Great Valley that formed part of the AACSB reporting cycle.

Designed and presented seminars on teaching with the case method at Long Island University.

Facilitated group work in five sections of York University's MGMT 5150 Management Skills course.

Supervised three Independent Study courses by graduating MBA students at York University.

Faculty advisor to the winners of the 2001 Strategy Field Study Award for Excellence (York).

Supervised six Independent Study courses by graduating students at Long Island University.



ALL COURSES TAUGHT


University of Minnesota
Labovitz School of Business & Economics, Duluth
MGTS 3401: Organizational Behavior and Management
MGTS 4431: Leadership
MGTS 4443: Building and Leading Teams in Organizations
MGTS 4475: Negotations, Bargaining, and Conflict Resolution
 
Penn State University
Great Valley School of Graduate Professional Studies
MGMT 501: Behavioral Science in Business
BUSAD 551: Business Stakeholder Relations
BA 517: Communication Skills for Management
 
Long Island University
The Original Campus, in Downtown Brooklyn
MBA 613: MBA Organizational Behavior
MGT 705: MBA Management Decision Theory
MGT 724: MBA Organization Development
MAN 101: Principles of Management
MAN 152: Organizational Behavior
MAN 154: Decision Making
 
Upper Iowa University
The Madison Education Center, MBA
BA 505: Organizational Behavior
BA 509: Theories of Leadership
BA 528: Research Process & Design
BA 555: Organizational Culture
 
DeVry Institute of Technology
Business Courses
MGMT 303: Principles of Management
BUSN 110: Business Organization
BUSN 320: Principles of Marketing
Ethics Courses
HUMN 205: Technology and Ethics
HUMN 430: Social Issues in Technology
HUMN 445: Principles of Ethics
General Education
PSYC 105: Introduction to Psychology
SPCH 275: Public Speaking
 
Ryerson University
The Ted Rogers School of Management
MGT 100: Foundations of Management
MGT 200: Introduction to Management
G. Raymond Chang School of Continuing Education
CMHR 405: Organizational Behavior
CMGT 100: Foundations of Management
CMGT 200: Introduction to Management
 
York University
The Schulich School of Business
OBIR 5100: Organizational Behaviour
 
University of Lethbridge
Summer Sessional, Faculty of Management
MGMT 3031: Managing Responsibly in a Global Environment
MGMT 3080: Developing Managerial Skills
 
McCann School of Business & Technology
Allentown, Pennsylvania
GS 110: General Psychology
 
City University of New York
Kingsborough Community College
PSY 3200: Human Growth and Development



           

© 2016, Jim Lyttle, Ph.D.