Marketing Management

ABOUT ME

I am a Strong visionary with the ability to follow through to make strategic goals occur. I have the ability to foster a strong team effort. I am a hands-on dynamic leader that does not hesitate to dive right into the challenge and think outside the box to find solutions that benefit the organization and develop growth and outstanding outcomes.

EDUCTATION

Doctor of Business Administration (DBA) Argosy University, Atlanta, GA

Final Defense: May 2, 2012

Confirmation: November 12, 2012

Dissertation topic: The Correlation of Job Satisfaction and Key Job Performance Factors: An Analysis among Entry- Level HR Professionals in the North, Georgia region.

Master of Business Administration (MBA) Keller Graduate School, School of Management, Atlanta, GA, 2003

Bachelors of Science in Secondary Education majoring in Special Education, Alabama State University, Montgomery, Al, 2001

Major strengths include strong leadership, program development and implementation, excellent communication skills, competent, reliable team player, attention to detail, dutiful respect for compliance in all regulated environments, and supervisory skills. Extensive background and knowledge in the following related areas: Business Development and Ethics, Fashion and Retail Global Marketing & Management, E-Commerce, Luxury Goods, Brand Development, Marketing & Implementation, and Business Consulting.

Research Interests: business/entrepreneurship, e-learning, leveraging human capital, virtual teams, project management and program evaluation/assessment

INFO

1688 Terrell Ridge Drive Marietta, GA 30067 404-***-****

***********@*****.***

https://www.linkedin.com/in/dr- courtney-a-hammonds-65937638

PROFESSIONAL BIO

Dr. Courtney A. Hammonds formerly served as the Academic Program Coordinator over the Fashion Department at The Art Institute of Atlanta and subsequent branch campuses (e.g. Charleston, Nashville, Virginia Beach and Washington D.C.). Beforehand, Hammonds served as Fashion Coordinator at the Art Institute of Decatur for six years, where he was responsible for attracting, retaining and developing the creative talent within the portfolio of students. Under his direction, the department was repositioned as the indisputable leader in fashion marketing and management & fashion design instruction in the southeast and as one of only a handful of leading programs in metropolitan Atlanta, Georgia.

Prior to his career with the Art Institute, he served as the Assistant Human Resource Manager at luxury retailer Neiman Marcus (Atlanta, Georgia), former business partner of URUP Designs luxury women’s boutique (Atlanta, Georgia and Nassau, Bahamas) and Special Education specialist with the Muscogee County and Newton County school systems.

EXPERIENCE

Academic Program Coordinator: Fashion Marketing & Management and Fashion Design Departments

The Art Institutes

July 2009 – January 2018 Greater Atlanta Area, Charleston, Virginia Beach, Nashville and Washington

The role of the Program Coordinator is to work with faculty and others at the program level to provide students with a high quality educational experience and a high level of student support and service. Incumbent must assure that the EDMC philosophy: quality services to clients; development, growth, involvement, and recognition of employees; sound economic principles; and environment which is conducive to innovation, positive thinking and expansion - is considered in carrying out the duties and responsibilities of this position.

Key Job Elements:

Scheduling

Develop schedule of course offerings that meets student needs and that meets key metrics including: Average Registered Credits. Instructional Costs, Persistence, Student/Instructor Ratio.

Faculty

Recruit, manage, and mentor qualified faculty.

Conduct ongoing faculty observations to improve instruction.

Provide annual faculty evaluation.

Work with faculty to resolve student issues.

Students

Foster student achievement, persistence, and success.

Improve the student experience at the program level by assuring that the program exudes a culture of learning and excellence. Proactively work with students who are at risk of not performing to their potential.

Work with academic advising and other departments to support student success related to the following: attendance, classroom performance, time to graduation.

Assessment of Student Learning Outcomes

Lead Student Learning Outcomes assessment for the program.

Work with faculty to improve student outcomes by developing and implementing improvements to the delivery of instruction including assignments, learning materials, and instructional strategies.

Teach a set number of courses as appropriate depending on program size

Other duties as assigned

Reports To: Academic Department Director or Dean as appropriate

Directly Supervises: Faculty

Interacts With: Inside contact encompasses the entire range of personnel. Outside contacts may include community and professional leaders as well as other educators.

Assistant Director January 2004- April 2004

Sylvan learning center Covington, GA

Special Ed. Specialist August 2001-May 2003

Newton County School System Covington, GA

Special Ed. Specialist January 2001-June 2001

Muscogee County School System Columbus, GA

Student Teacher-Special Education January 2000-May 2000 Observing teacher: Ms. McRae

Chattahoochee County Schools Cusseta, GA

COURSES TAUGHT

FMM 1010 INTRODUCTION TO FASHION MARKETING AND MERCHANDISING

This introductory class provides an exposure to merchandising terminology. Activities and operations that make up the apparel fashion work will be explored as will discussions regarding the entrepreneurs who influence the industry. Career possibilities are presented with an overview of the raw materials, designing, and manufacturing, plus the wholesale and retail markets.

FMM 2010 FASHION PROMOTIONS AND VISUAL MERCHANDISING

Various components of a manufacturer's or retailers promotional techniques, including visual merchandising, are studied. In addition, forms of advertising and special events are studied to evaluate their applications to various situations.

FMM 2050 TEXTILES

A thorough study of all aspects of the textile industry including fiber, fabrics, prints, finishes, care, and legislation will take place in this course. Students will study the impact of textiles on global economies as well as environmental issues through a variety of teaching methods.

FMM 3020 HISTORY OF FASHION

This course will survey the evolution of apparel and accessories from the Egyptian period to today's current fashions and relationships therein. The course stresses the social, economic, and political factors which have influenced fashion throughout the ages as well as noting construction, design methods, and terminology.

FMM 3110 APPAREL ANALYSIS

Students conduct a thorough study of the primary and secondary levels of the industry from raw materials to the finished product and quality levels to costing of materials. Industry terminology, global, and environmental issues will be explored as they pertain to the apparel industry.

FMM 3120 TEXTILES AND APPAREL ANALYSIS

Explores multiple factors including cost of materials, brand names, and quantities that affect the designing, manufacturing, and pricing of fashion merchandise. Students will study the processing of textiles from fibers to fabrics and processing to care and legislation. This course engages students in the overall workings of the textile industry as it relates specifically to the apparel and soft goods industries.

FMM 3990 INTERNSHIP

The 400 hours internship is designed to provide the student with supervised on-the-job training in their area(s) of interest. A contract between the University, students, and employer as well as a complete list of goals and objectives provides the ground work for this experience. A daily log, periodic evaluations, study of the company, and personal self-reflection are designed to provide the student with a realistic learning experience.

FMM 4030 MERCHANDISING BUYING

Students will participate as a through a buying and merchandise assortment planning experience. Students will learn to bridge the gap between the principles of retail buying and mathematical formulas and concepts. The career of a buyer and their responsibilities will be explored.

FMM 4120 PRACTICES AND THEORIES OF FASHION MERCHANDISING

Successful fashion manufacturers, wholesalers, and retailers are studied along with career opportunities in these areas. The multiple factors, such as cost of materials, brand, names, quantities, and sourcing that affect the designing, manufacturing, and pricing of merchandise are explored. Information and experiences will come from interaction with professionals in these areas. A cumulative and thorough application of all facets of the student's program is exhibited through a variety of projects concluding with a major business plan.

MRKT 3301 Principles of Marketing

Study of the marketing function of the firm and the impact of consumer behavior. Examines the variables of the marketing mix, product planning, pricing, distribution, and promotion. Investigation of the economic, political, cultural, competitive, and technological forces which influence the marketing environment.

MRKT 3302 Marketing Research and Analysis

A study of marketing research theory and techniques. Orientation to research design, primary data generation, sampling of human populations, data analysis and report writing. Designed to promote an understanding of the interrelationship between marketing research and marketing management.

MRKT 3303 Promotional Strategy

An active examination of the role of promotion in the marketing mix. Includes analysis of media resources and strategies for integrating advertising, promotions, personal selling, direct marketing, publicity, and public relations. Examines the nature of the communication process and its relationship to promotions.

MRKT 4302 Professional Selling and Sales Management

Concepts and principles utilized in performing the role of the sales professional. Topics include consultative and relationship selling. Examines the development of effective communication skills.

MRKT 4312 e-commerce Development in a Global Market

This course examines the use of Information Systems in the field of Electronic Business as it is used on the Internet, World Wide Web and associated technologies for the use of marketing, selling, and distributing goods and services throughout the world. The area is changing and expanding rapidly and this course will use student projects, readings, guest speakers and lectures to provide an overview of e-commerce to explore the international issues related to e-commerce, and to develop skills with a variety of web development tools and techniques.

MRKT 4315 International Travel in Marketing

This course provides an overview of the cultural awareness and sensitivity needs of the marketing decision-maker. Emphasis is given to introducing students to the skills needed in the development of business leaders. Specific attention is given to such areas as intercultural communication, cultural sensitivity, cosmopolitanism, acculturation, effective intercultural performance, cultural management influences, cultural synergy, and world culture.

MRKT 4330 Strategies and Problems in Marketing

This course examines contemporary marketing strategies and problems faced by a variety of companies in different industries. The course uses the case approach to cover such areas as product development, packaging, pricing, distribution, merchandising, and promotion.

MRKT 4331 New Product Marketing

This is a course in entrepreneurial marketing management as applied to the decision process of new and developmental products and services using the case method. The student learns to apply marketing concepts and refine problem-solving skills in developing a "new product strategy." The course will also cover the process of securing patents, trademarks, and copyrights.

MRKT 4341 Independent Readings in Marketing

This course will provide the student an understanding of some of the contemporary issues and problems encountered in marketing and to focus on building customer relationships as well as identifying and satisfying customer needs. Also, the student will gain a critical capacity for reading and comprehending current literature in the field of marketing.

MRKT 4342 Services Marketing

The primary objective of this course is to prepare students to be successful marketers in an increasingly service-oriented economy. The course is designed to help students understand the unique characteristics of services, the marketing challenges created by these characteristics, and effective ways to address these challenges within a service-quality framework.

MRKT 4343 Global Marketing

This course has the overall purpose of familiarizing the student with the multiple environments of international business as it relates to marketing. Specifically, the course investigates how marketing strategy is affected by political, legal, economic, cultural, social, competitive and technological conditions in various national markets.

MRKT 4344 Marketing the Individual

This course is designed for students to gain a better understanding of their own interests, abilities, skills, and values as they relate to their marketability in today’s work force and society. It prepares those entering a career, changing careers, as well as those moving up the organizational ladder. Included is the development of career planning and management through resume and interview preparation; an industry and comprehensive job search plan; video resume and video interview; computer-generated employment opportunities through the internet; and aptitude, personality, and motivational testing.

MRKT 4345 Consumer Behavior

This course will endeavor to apply concepts, principles, and theories from various social sciences to the study of factors that influence the acquisition, consumption, and disposition of products, services, and ideas. The principles from a number of disciplines are used to describe and explain consumer behavior including economics, psychology, social psychology, sociology, and anthropology.

MRKT 4346 Customer Satisfaction

Providing excellent, efficient, and timely customer service is necessary in today’s business world to remain competitive. This course will include methods for managing a company’s customer base and for keeping customers in order to increase profits for the company. Students will be given both the customer’s and the provider’s perspective of this important aspect of conducting business in the global marketplace. Special emphasis will be placed on the company’s role in creating the best environment for customer/provider interaction.

MRKT 4347 Special Topics in Marketing

A study of a selected topics, strategies, or problems facing the marketing decision-maker today. Examples are business development strategies, marketing for nonprofit organizations, and creativity in marketing, fashion merchandising, physical distribution, advanced marketing research, new product management, services marketing, and power retailing strategies. May be repeated for credit when content changes. Grade replacement for special topics courses may only be accomplished under special topics courses with the same topic and content.

PROFESSIONALEXPERIENCE

Assistant HR Manager November 2006- 2010

Neiman Marcus Atlanta, GA

Supported human resource processes by administering tests; scheduling appointments; conducting orientation; maintaining records and information.

•Substantiated applicants' skills by administering and scoring tests.

•Scheduled examinations by coordinating appointments.

•Welcomed new employees to the organization by conducting orientation.

•Provided payroll information by collecting time and attendance records.

•Submitted employee data reports by assembling, preparing, and analyzing data.

•Maintained employee information by entering and updating employment and status-change data.

•Provided secretarial support by entering, formatting, and printing information; organizing work; answering the telephone; relaying messages; maintaining equipment and supplies.

•Maintained employee confidence and protects operations by keeping human resource information confidential.

•Maintained quality service by following organization standards.

•Maintained technical knowledge by attending educational workshops; reviewing publications.

•Contributed to team effort by accomplishing related results as needed.

Skills/Qualifications: Reporting Skills, Maintaining Employee Files, Dependability, Organization, Scheduling, Confidentiality, Independence, Orienting Employees, Verbal Communication, Teamwork, Microsoft Office Skills, Kronos

Luxury Sales Representative November 2004-September 2006

Neiman Marcus Atlanta, GA

Greeting customers who enter the shop.

Be involved in stock control and management.

Assisting shoppers to find the goods and products they are looking for. Being responsible for processing cash and card payments.

Stocking shelves with merchandise. Answering queries from customers.

Reporting discrepancies and problems to the supervisor. Giving advice and guidance on product selection to customers. Balancing cash registers with receipts.

Dealing with customer refunds.

Keeping the store tidy and clean, this includes hovering and mopping. Responsible dealing with customer complaints.

Working within established guidelines, particularly with brands. Attaching price tags to merchandise on the shop floor.

Responsible for security within the store and being on the look out for shoplifters and fraudulent credit cards etc. Receiving and storing the delivery of large amounts of stock

Keeping up to date with special promotions and putting up displays.

Business Owner/Manager January 2001- April 2004

URUP Designs Boutique Buckhead, GA/ Nassau, Bahamas

Was responsible for achieving sales and service level targets set for URUP Designs boutique, recruiting and training personnel, making sure that every customer is served in a timely manner, and managing customer inquiries and complaints.

I also motivated the staff to provide exceptional customer service, manage shifts and complete all reports or documentations related to each shift, abide by cash collection procedures and make sure all staff members follow it.

I was also in charge of collecting cash, organizing appropriate transfer, delivering all requested reports, ensuring computer systems are functioning correctly, running periodical physical stock inventory, placing orders, and checking deliveries. I also made sure the boutique was clean and well maintained, maintain a visually appealing display; and ensured the boutique complied with all applicable laws.

PROFESSIONAL DEVELOPMENT

The Art of Teaching

Curriculum Planning, Development, and Implementation

Acknowledgement of Code Updates: Consent Judgment Regardless of your position, role, or department, you are responsible for complying with the letter and spirit of the Consent Judgment in the work you do every day.

Consent Judgment Overview This module provides a summary of the Consent Judgment that EDMC reached with 39 states and the District of Columbia.

Engaging Students the Right Way This module describes how to properly engage students the right way.

EDMC Business Ethics Policy and Code of Conduct - Full Time This Business Ethics Policy and Code of Conduct was developed to guide our business practices with regard to compliance with laws and maintenance of the highest legal, ethical and financial reporting standards. It training explains how you should conduct yourself to ensure your actions are always ethical.

Preventing Discrimination and Sexual Violence: Title IX, VAWA & Clery Act for Faculty & Staff

Information Security and Records Management The purpose of this course is to train employees on the laws, regulations, policies and requirements that govern privacy, information security and records management and disposal.

INVITED LECTURES

"Addressing the Style of the Soul Era," Macys Celebrates Black History Month, January 2015

Workshop Leader, "Increasing Student Success, Support and Retention through Instruction: Introducing an Intrinsic, Curriculum-based Model of Student Engagement," WASC Academic Resource Conference (ARC), April 2015

Keynote Address, 8th Annual Partners in Learning Conference, Dukes Foundation, March 2014

"They Said It Couldn’t Be Done: Partnerships and Initiatives that Foster Academic Success for Minority Males," American Council on Education, Washington, DC, March 2014

Spotlight Speaker, "Establishing your brand in The Retail Industry," DREAM 2014 - Achieving the Dream Conference, February 2014

Workshop Leader, "A Curriculum-based Intrinsic Model of Student Engagement: Examples from the Field," DREAM 2013 - Achieving the Dream Conference, February 2014

Invited Speaker, "Underprepared Students, Underprepared Institutions: Transformation 360o," Academic Resource Conference of the Western Association of Schools and Colleges (WASC-Sr), San Francisco, CA, April 2014

PUBLISHED BOOKS

Hammonds, C. (DBA) (2016). The Dandy Affair: Men who are unapologetically woven into the pattern of life. Image Architect Publishers

Hammonds, C. (DBA) (2014). Reflections of Style: A Philanthropic Glance at the Arts. Image Architect Publishers

Hammonds, C. (DBA) (2014). Prescriptions of Style: The Definitive Style Guide for the Everyday Man. Image Architect Publishers

UNIVERSITY SERVICE

University Curriculum Committee- Fashion Marketing & Management and Fashion Design Chair

Led university curriculum standardization*Represented Fashion Marketing curriculum among 4 campuses*Organized faculty, advisory boards and universities for input

University Innovative Curriculum and Teaching Committee

Active involvement among 4 campuses representatives for the development of Blended learning courses and programs. Online learning initiative

Served as a Subject Matter Expert textbook reviewer for John Wiley & Sons. Prentis Hall, Thomson learning, and McGraw Hill Irwin.

Selected by Art Institutes/Education management Corporation (AI/EDMC) to write and implement a 4x4 curriculum in a new system model for baccalaureate degree program in Fashion Design (2013) and on a task force for refinement for the Fashion Retail and Management program (2012).

Appointed to AI/EDMC Faculty Steering Committee for new Product Development, 2012.

Served as a delegate to the annual conference of the College of Art Association representing all Art Institutes performing new faculty interviews and attending selected presentations, 2010-2013.

Institutional Effectiveness Committee Chair, SACS (Southern Association of Colleges and Schools Regional Accrediting Agency) representing The Art Institute of Atlanta-Decatur.

Steering committee member for University Self Study* Worked with committee to evaluate the institution’s Institution Effectiveness Plan.

Promoted written projects within major courses. Served as program liaison to ensure adequate assessment of general educational learning outcomes in program courses.

SERVICES TO THE DEPARTMENT

Undergraduate Curriculum Committee, the Art Institute of Atlanta

Role: Reviewing all proposed courses and changes; recommending appropriate policy

Graduation Ceremony, the Art Institute of Atlanta

Role: Representing the Fashion Design and Fashion marketing & Management programs

Faculty Searching Committee, the Art Institute of Atlanta

Role: Assisting a successful search process for Fashion Design and Fashion marketing & Management programs

Faculty Searching Committee, the Art Institute of Atlanta

Role: Assisting a successful search process for Fashion Design and Fashion marketing & Management

Freshman Orientation the Art Institute of Atlanta

Role: Participating in five freshman orientation classes to introduce the Fashion Design and Fashion marketing & Management programs

Assessment Activities:

20011- 2015 –SAC accreditation committees

2007-2008 – Independent study for DBA program -Reporting with Dr. Williams 2008- – Course assessments for all courses I teach

SERVICES TO THE STUDENTS

Voluntary Faculty Advisor of the Gap Inc for Community Colleges program, the Art Institute of Atlanta, Charleston, S.C., Nashville, TN and Virginia Beach.

Role: I helped develop a strategic partnership with GIFCC. Gap Inc. for Community Colleges, part of the White House initiative “Skills for America’s Future”, prepares students for long-term success by developing the skills in demand by employers, building confidence, and establishing a connection to a major employer, both entry-level and leadership opportunities.

Voluntary Faculty Advisor of the fashion marketing student ambassadors, The Art Institute of Atlanta

Role: Advising and supporting upper level Fashion Marketing & Management students with inter n and externships

Coordinator of the senior student portfolio showcase, The Art Institute of Atlanta

Role: Coordinating the career services department and other program disciplines to create a stellar program for rising seniors in each department.

Faculty Sponsorship/Mentoring of Students’ Professional Association Involvement

SERVICES TO THE COMMUNITY

In-Kind strategic partner with Susan G. Komen Atlanta’s Do You Tutu breast cancer awareness fashion show Atlanta, Ga

Role: Susan G. Komen Greater Atlanta is launched a fun campaign called “Do You Tutu?” to raise awareness about the importance of breast health and create buzz for its Race for the Cure. Atlanta news personalities, celebrities, landmarks and businesses wear pink tutus and share photos on social media, using the hashtag #DoYouTutu? Fashion Design students from Ai-Atlanta create one of a kind Tutu’s for breast cancer survivors and host a fashion show after the race for the cure.

Executive Committee member of the 1st annual Utopia Atlanta in partnership with luxury furniture brand Roche Bobois and fashion designer Mimi Plange, Atlanta, GA

Role: Roche Bobois, luxury furniture editor, and Mimi Plange, award-winning fashion designer, joined together to present their artistic collaboration - “UTOPIA” -a large exhibition of Roche Bobois’ iconic Mah Jong sofa, as well as wallcoverings and accessories, produced exclusively for the special event. The one-of-a-kind pieces, upholstered with custom Mimi Plange fabrics and leathers, will be sold with proceeds benefiting Horizons Atlanta. Horizons is Atlanta’s leading advocate and provider of summer learning programs with plans to expand over the next several years with a suite of programs serving 2000 metro Atlanta students.

PHILANTHROPIC PARTNERSHIPS

WHO/WHAT: Susan G. Komen Greater Atlanta launched a fun campaign called “Do You Tutu?” to raise awareness about the importance of breast health and create buzz for its Race for the Cure. Atlanta news personalities, celebrities, landmarks and businesses wear pink tutus and share photos on social media, using the hashtag #Do You Tutu? Several Atlanta businesses and notables have already joined the campaign, including Ai-Atlanta's fashion design students, Fern bank Museum of Natural History, The Atlanta Ballet, Atlantic Station, SCAD Atlanta Athletics, Emory University Athletics, Hartsfield-Jackson Atlanta International Airport and many more!

The Dukes Foundation Corporation (formerly The Dukes Make a Wish Reality Program) is a non-profit 501 C 3 organization founded in 2003, by Horace Dukes. This foundation was formed as a way of providing underprivileged, at-risk young men with haircuts, uniforms and cultural exposure. The program evolved far beyond his imagination to include more young men and in-kind services. The following are the purposes for which this organization has been organized; to provide the tools, opportunities, and support to help at-risk young men dream, achieve, and become healthy, successful adults. The organization will provide each at-risk young man with opportunities to reach his full potential through the organization’s vision of introducing the following six outcomes:

Enhancing Academic Attitude & Performance

Providing Peer & Adult Social Skills

Developing lifelong learners

Cultivating Personal Growth & Creativity

Providing at-risk young men with leadership & community services

Nourishing a healthy, mental, and physical state of being

Easter Seals North Georgia (http://www.easterseals.com/northgeorgia/) is meeting a growing need for high-quality child care for young children and their working parents by providing services to meet the needs of children with disabilities and other special needs living in North Georgia.

Our programs offer child care for children ages six months to five years, where young children of all abilities are welcome to learn together in a unique environment.

Children with disabilities and special needs find the highest-quality services designed to meet their individual needs. Therapists, teachers and other health professionals help each child overcome obstacles to independence and reach his or her personal goals. Easter Seals also includes families as active members of any therapy program, and offers the support that families need. Our current programs include:

•Babies Can't Wait - In home therapies

•Occupational Therapy

•Physical Therapy

•Speech & Language Therapy

•P.L.A.Y. - Play and Language for Autistic Youngsters

•Champions for Children - Assistance

•Early Childhood Social / Emotional Development

•Early Education and Care - Head Start and Early Head Start - Providing a Learning Environment for Children and Peace of Mind for Parents.

TEACHING PHILOSOPHY

My philosophy of teaching evolved from many years of teaching experience. As I reflect on my beliefs regarding teaching and learning, I find that my mission as an educator is threefold:

to promote positive learning;

to spark learner enthusiasm for learning;

to provide a strong foundation for lifelong learning.

To accomplish this, I take pleasure in applying a wide variety of strategies based on essential educational principles encompassing cognitive functioning, learning theory, diversity issues, instructional planning and assessment.

Cognitive functioning level(s) of the learner: Considering the cognitive functioning of learners is essential in order to implement and apply strategies that are appropriate for either concrete operational and/or formal operational learners. I routinely plan activities, such as brief writings, that can help me determine the cognitive levels of my students and tailor my instruction accordingly. Without this consideration, I would risk the possibility of my students experiencing ‘hit or miss’ learning.

Learning theory: I have valued many years of opportunities to apply significant contributions from various learning theories. Behavioral theory offers a wealth of principles that, when used appropriately, can benefit classroom learning and management at all levels. In concert with this, cognitive learning principles offer significant contributions from the state-of-the-art neurosciences, particularly in brain-based research regarding memory systems and active processing of intellectual operations. Some of my favorites that are well received by students include: think-pair-share, classroom jigsaw activities, constructive controversies, and interactive lectures.

Cultural diversity, group culture and learning style: Understanding both the learning style of individual learners and the cultural diversity of the class/group helps me both design and tailor effective instruction by implementing appropriate global and/or concrete strategies. Although a variety of learning styles are likely represented by learners in any large class/group setting, I routinely design my instruction using the research-based learning cycle; this cycle provides the framework for me to encompass a repertoire of effective strategies, which can accommodate individual preferences, engage diverse learners, and help establish a respect for differing preferences and perspectives.

Curriculum and Instructional Planning: An essential consideration for teachers pertains to overall curriculum and instructional planning. Whether the instructional approach is based on a behavioral model (direct instruction, mastery learning), a cognitive model (exposition/presentation), or a constructivist model (inquiry-based/Socratic methods, cooperative learning), I plan and implement lessons that clearly identify the lesson objective, anticipatory set, strategies for effective student engagement, and assessment options to measure student mastery. This helps me teach with both clarity and focus.

Assessment: I strongly believe that one can employ numerous options to accurately assess understanding of course content among diverse groups of learners. To this end, I have developed (and continually use!) a firm foundation in assessment basics, from alternative types of assessment (rubrics, checklists, projects, portfolios, performance/diagnostic checks, presentations, etc.) to traditional exams/test construction.

Following these basic principles helped me grow in my love for teaching and learning. More importantly, I have discovered that, by sharing my ‘passion’ for teaching and learning, and using these principles with enthusiasm and empathy connect with learners. As a result, teaching with clarity, passion, empathy, and sincere enthusiasm, effectively impacts learners, ultimately connecting them to their ‘passion’ and lifelong learning

PROFESSIONALREFERENCES

Dr. Russell Faulk

Adjunct Faculty: Art Institute of Atlanta & Argosy University

Email:******@******.***

Dr. Dionne Boyd

Adjunct Faculty: LIM College (New York City)

Email:*******@*****.***

Mr. James L. Baskett

Human Resource Generalist: Life University

Email:********@*****.***

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