Co-Editors: Dr. Kimberly Mahoney, CVP & Prof. Gil Fried THE FACILITY DOCTORS

Topic: Teaching on the collegiate level…what does the public assem- bly facility manager need to know? Part 2

Response By: Stephen Pyle, Associate Professor, Department of Sports/Entertainment/Event Management at Johnson & Wales University – Denver

Teaching at the collegiate level is an excellent way to expand a bur- geoning public assembly venue career. In the previous Facility Doc-  adjunct faculty member on the collegiate level. Connecting with a De- partment Chair and working under the direction of a faculty member will allow you to become a guest lecturer. In that role, you will learn how to properly plan a meaningful lesson and determine if teaching  to teach a full term. When introducing industry professionals into higher education and

the realities of the classroom, I begin with the fundamentals of teach- ing. As educators, our goal is to develop students in a way that changes three things they believe they already possess: knowledge, skills, and attitudes. In a traditional academic program, each major course con- -           ensures information is not repeated or missed. Lower level courses typically provide students with knowledge, comprehension, and appli- cation while upper level courses provide analysis, synthesis, and eval- uation. Additionally, the professors you remember having, have likely        24/7 student learning styles. Information is now readily available via the internet and in most cases the instructor is no longer the gatekeep- er of knowledge. I have found that the best instructors facilitate learn-  and then apply it to the subject at hand. I believe good course development begins with the creation of a

strong syllabus. This document is the road map for the course. The syllabus includes the course description, course objectives, and a week- by-week outline. It also gives you the opportunity to provide clear in- formation to students on how your class will operate. I have found that it is critical to set clear expectations for students up front. At Johnson & Wales, the syllabus is very prescriptive and comes with a detailed out- line of what the course will cover. At other universities, adjunct faculty are expected to take a greater role in the development of the course content in their syllabi. Either way, ask your Chair for an example as it will guide you in the development of your course. As you begin to prepare, breaking the course into meaningful sec- tions is helpful. Using your course objectives as a guide, determine where your assessments (projects, tests, assignments, etc.) will fall; and

          keeps your class moving. My faculty report that today’s students have shorter attention spans, so consider a variety of interactive activities           speakers, case study/industry-based scenario analysis, job description review, and linking current events to course content. A quick trip to can provide any number of reasonably priced teaching  The textbook is another resource. At my University, you will have a

text already assigned to the course. Other universities will let you select your own. Publishers have become very adept at providing a variety  Public Assembly Venue Management text comes with case studies, in-class exercises, course projects, test banks, and PowerPoint presentations. Other textbooks come with simulations, video links, and access to publisher websites. Resources such as articles from Facility Manager or other industry pe- riodicals/websites are important and work best when supported by stories from your industry experience. Using the internet as a support tool can also provide a myriad of articles, YouTube videos, and teach- ing templates. Always remember that meaningful course preparation takes time. Students will know right away when you try to “wing it.” My rule of thumb is always plan more than you think you will need and keep a few scenarios in your back pocket in case you run short. Also expect to - tal business as required. The main thing you need to know is that you are not alone; univer-

sities have a learning team to support you. Resources typically include the library, student academic support, writing lab, student services, and instructional technology. They will provide you with insight into the resources available and, most importantly, what may be required of you as you develop and deliver your course. A faculty member who has taught the course before can also be a great resource. They can help you to create course layout and design, while providing insight into the learning styles/challenges and preferences typical of the stu- dent body. In closing, the classroom is a challenging environment, but comes with many rewards. In addition to teaching, you could volunteer for a panel discussion, become an internship site host, attend a campus ca- reer day, serve as an industry expert for course development, or be an advisory board member. Regardless of your path, the next generation of public assembly venue managers need your insight and expertise. FM

Kim Mahoney, Ph.D., CVP, is assistant professor in the college of business sports management department, and Gil Fried., J.D., is professor – chair in the college of business sport management department both at the University of New Haven.


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