WITH ONE OF THE LARGEST undergraduate student populations in the country, the Smeal College of Business connects with about 8,000 undergraduate students across the University each academic year. But how do those numbers translate in the classroom environment?
It may seem extremely difficult to make a meaningful connection with students seated in an introductory business class, but the faculty dedicated to teaching the courses required of all Smeal students meet sizeable student rosters with even greater energy and commitment.
A GOOD FIRST IMPRESSION
Ron Johnson, associate teaching professor of management and organization at Smeal, describes himself as being at the “front door” to the college.
“I’m one of the first Smeal professors these students see,” says Johnson. “And one of the exciting things about being at the entrance to the college, and also at the exit, is that I get to see how students have changed. We change people for the better.”
Given that Smeal students start in more expansive sections before matriculating to their majors and into much smaller and intimate classroom environments, the faculty teaching the college’s required courses view themselves as ambassadors for the college
“It’s important for an academic department to think about who’s in front of the classroom because it impacts how the college is viewed from a student perspective,” says Scott Collins, associate clinical professor of accounting, discipline coordinator of accounting, and director of the One-Year Master of Accounting Program. “If students have a good experience in the Accounting 211 course, even if they’re not interested in becoming an accounting major, this could determine whether they enroll in Smeal or not.”
Because these faculty members stand at such a critical juncture in the entrance-to-major process, meticulous planning, careful course design, and a strong commitment to connecting individually with students is critical to the success of the curriculum. Beyond this, faculty cite the support of Smeal leadership and department chairs as being critical to the success of these large classes.
“There’s a lot of careful design that happens behind the scenes to ensure we’re delivering the principles of accounting in a way that will be meaningful to both those students who plan to major in accounting and those who will not,” says Collins. “A majority of the students are looking to learn about topics that will be useful to their toolkit no matter what area of business they pursue.”
Some faculty teaching in the Business Core—the set of four courses that need to be completed prior to graduation—work in teams in order to deliver course materials. For Accounting 211, which must be completed prior to the Business Core, Collins works with an instructional team consisting of himself; Schalyn Sohn, co-instructor and director of the Corporate Control and Analysis Program; and Chris McKeon, course coordinator.
“We act as a team,” says Collins. “We meet regularly to discuss course issues and synchronize our approach. Consistency is key.”
Jennifer Chang Coupland, clinical professor of marketing and Paiste Fellow in Teaching and Learning, says that partnering with marketing instructor Jennifer Roth has been a critical component to the success of the Marketing 301 course.
“Jennifer and I have very compatible styles,” says Coupland. “It’s helpful to be able to share the decision-making about course material with someone who understands the student body and who brings a fresh perspective to thinking about different areas of marketing, especially as it evolves with the digital age.”
Kate McGrath, a senior marketing major, appreciated Coupland’s thoughtful approach and her ability to present marketing subjects in a holistic manner.
“So much of what I learned in Marketing 301 has carried through my coursework,” says McGrath. “It was through this course that I really rediscovered my love of marketing.”
This sentiment is echoed by Emma Rimbeck, a junior finance major, who says Marketing 301 and the other Business Core courses have far-reaching application.
“The business environment is shifting to a more open model,” says Rimbeck. “Individuals are going to need to be able to speak across business departments. Core courses, like Marketing 301, have prepared me to be better able to converse with others across the organization.”
KEEPING IT REAL
An aspect that helps to bring individual course content to life is the industry experience that many clinical faculty at Smeal have as part of their professional backgrounds.
Felisa Preciado Higgins, associate dean for undergraduate education and instructor in supply chain and information systems, will often refer to nearly a decade of working experience at Kimberly Clark in her Supply Chain Management 301 class. As a supply chain specialist for Latin America, Preciado Higgins oversaw nearly 18 different countries for the corporation.
“Supply chain is about connecting the dots,” says Higgins. “At the end of the day, many of my students who decide to major in supply chain will take what they learn in my class and find it immediately applicable to their coursework. But, for students not on that path, the course gives them an opportunity to see how things come together along the supply chain and how that helps to inform other areas of business.”
Johnson adds that his penchant for storytelling also helps to make the course content more accessible and relevant.
“My professional background builds the base of stories I’m able to tell in class,” says Johnson, whose extensive ties to corporations allow him to recall scenarios where management theories have been applied. “Subjects like leadership, for instance, have to be applied. They can’t be conceptual. There is a ton of theory behind what I teach, but those theories and concepts have to be made real for students.”
A DEDICATION TO TEACHING
Making a lasting impression and bringing their best to each class not only requires serious time and dedication, but also a good amount of mental and physical stamina.
Johnson, who sees as many as 2,000 students in Management 301 each academic year—perhaps more students annually than any other instructor at Penn State—likens each class session to an actor taking the stage.
“The audience has not seen the show,” he says, “so I always try to give it my best. Is there a level of comfort you get to? Yes, but I would say that I don’t take any class for granted.”
Bringing an element of fun into the classroom can also make a lasting impression on students.
“I usually kick off the semester by bringing about 20 of those soft, foam footballs to class and let everyone have a toss,” says Johnson with a laugh. “It’s pretty fun to see 600 students throwing footballs around. It gets everyone out of their seats and helps to ease any nerves students may have coming into class.”
Some faculty, including Preciado Higgins, employ Penn State’s Schreyer Institute for Teaching Excellence as a resource. She has also worked with consultants to discover new ways to engage students.
“Teaching is a continuous improvement,” says Preciado Higgins, who says her passion definitely lies in instruction. “My goal is to shape students who are confident. I want every student to walk out of my classroom at the end of the semester feeling better prepared for any situation that may arise.”
Like Preciado Higgins, many of the faculty teaching required courses acknowledge that it’s impossible to get to know every student individually, but the collective hope is that their impact is felt nonetheless.
“I’ve had students reach out to me years later and tell me how much their experience in my class affected them,” says Preciado Higgins. “It’s such a surprise when students do that, but it’s very rewarding, and that lets me know the effort has been worth it.” — By Lori Wilson