05-TeachingTips

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114 GREAT IDEAS FOR TEACHING MARKETING

Student Involvement: 3etting students involved in class meansgetting them involved in the learning process. 4s a college student, I didnot take full advantage of the opportunities I was presented with to getinvolved in class discussion. "his is something I regret. It was not until Iwas an M54 student that I moved outside my 6comfort !one7 and activelyworked to improve my listening and speaking skills. 8erhaps as a result, Ioth talk aout the importance of class participation often and place a highpriority on creating a class atmosphere that motivates students to ecomeinvolved. I use several methods to stimulate and encourage studentinvolvement. "hese include, among other things' ()* asing part ofstudents# grades on participation (in my smaller classes*+ (* issuing every

student a name card (room permitting* so as to let me address studentsusing their name+ (* never critici!ing a student for responding, even iftheir response is not as strong as it could e+ (* designing small teamdiscussion exercises+ and (9* asking frequent questions.

Instructor Availability: "eachers who care aout how they teachmake themselves availale to their students. For me, this means arrivingat class early and staying after class has ended to answer student ques-tions. It also means meeting office hour commitments and schedulingextra office hours oth efore and after scheduled tests and pro$ect duedates. :merging technologies, in particular electronic mail, have alsoallowed me to make myself more readily availale to students anytime and

anywhere.

Donna H. GreenUniversity of Windsor

SUCCESSFUL STRATEGIES FOR BECOMINGA MASTER TEACHER

My philosophy toward teaching can e summari!ed succinctly./"eaching is not telling+ doing is learning./ I elieve that to learn students

must e active. "hey cannot passively asor knowledge like a sponge or$ust like a sponge dries out after the cleaning is done the /knowledge/evaporates after a regurgitation test is completed. I see myself as afacilitator or coach ; not a lecturer. My courses all require active work y


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TOPIC V. TEACHING TIPS 115

students oth inside and outside the classroom. "his philosophy directlyaffects everything I do to enhance learning through my teaching. &omeexamples are listed elow'

Learning Outcomes. In designing my courses I thoroughly review

how I elieve the students should change y the time they leave mycourse and how I can ring that aout. "his is captured in the learningoutcomes that are included on each course outline.

Active Learning. 2ourse activities are designed to encourage active

learning and the application of knowledge.

Students are People not Numbers. &tudents who can hide in a

classroom or skip a class without eing missed don


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Active Listening. I see this as a critical skill for oth professors andmanagers. I model it and encourage practice of it in my interactiveclassrooms.

)airness. I do everything I can to try to e as fair as possile in

assigning grades and acknowledging people for participation in class.For example, I have developed detailed checklists for all ma$or pro-$ects explaining what I expect, and I then use these to evaluate papersand essays. "hese give oth the students and myself a consistentframe of reference and allow more detailed feedack than otherwisewould e feasile.

Innovative and Involving Course Activities

=ver the years I have developed a numer of innovative and involvingcourse activities. &ome of those are listed elow'

&elf-3enerated :xamination >uestions (see ?ournal of Marketing

:ducation*

@ay-in-the-Field (?o &hadow of &ales Aepresentative* in &ales

Management

Five minute presentation graded solely on presentation skills ; for

sales management class (the topic may e the day-in-the-field exper-

ience or a recruiting speech as a potential president for a company inthe simulation*

Aecruiting and &election &ection of &ales Management' personal

rBsumBs are to ()* to select 8residents for the teams for the simulation(* then for the 8residents to select group memers for their simulationteams (the rBsumBs are graded, feedack is provided on a six pagecheck sheet ; many students have commented that the rBsumBsdeveloped in this course helped them to find employment*

5rand Manager 8resentations to 6ring the product alive7

@evelopment of a Marketing C 5usiness 8lan for a Dew Aetail &tore

in Eacant &pace in the Aegional &hopping Mall Following &ite Eisit toMall and presentation y the mall manager and the marketing managerof the property development company

Eideotaped Aole-8lay as &ales Aepresentative. "hen :valuation as


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John Perrachione, Tr!an State UniversityChar"es #. Michae"s, Jr., University of Soth $"orida%Sarasota

INTERNET SCAVENGER HUNTS

&cavenger hunts--setting students in search of various items and infor-mation--have een a popular pedagogical tool for some time+ they providean entertaining, motivating, and educational means for exposing studentsto oth knowledge and means of acquiring that knowledge, in a prolem-solving context.

"he utili!ation of the internet%worldwide we for scavenger huntingwas inevitale. It provides opportunities for students not only to retrievespecific information ut also for practice in locating and evaluating thatinformation. It introduces the student to the vast amounts, types, andquality of information availale on the internet.

4n internet scavenger hunt can focus on course-specific content,general field-relevant content, or even the use of the internet, we searchengines, etc. for those less familiar with this means of accessing informa-tion. 8edagogical o$ectives for an internet scavenger hunt can include'receiving and sending email+ using the internet and we search engines tosearch for and access information+ selecting and evaluating information+practicing appropriate /netiquette/+ and disseminating information via thewe.

0hat follows is a farrago of ideas and suggestions that might helpyou create and manage an internet scavenger hunt for one (or more* ofyour classes.

Students

Internet scavenger hunts can e tailored to any marketing class+ theymay e especially appropriate for intro-level classes where students# inter-net skills might e least developed. "hey can e completed y studentsworking individually or in teams.


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*iming

"hey can e used early in the course to introduce concepts. >uestionscan e added throughout the term. =r they can e used later in the courseto integrate concepts and to show students how much more complex,involved, and detailed is the actual practice of marketing compared towhat they have learned in the course.

4 time limit (e.g., one or two weeks* may e imposed, or the huntmay e carried out over the course of the course. 4lternatively, theduration can e consideraly shortened y making the hunt a contest ofwho can sumit the each correct answer, or the most correct answers, first.

+uestions

>uestions of a general nature may e good for developing facilitywith search engines, selection of key words, etc. However, the moregeneral the initial search, the more likely internet searching is to ecomeinternet surfing (which, as we all know, is a ma$or contriutor to chrono-cide*.

3enerally, the more detailed or specific the question, the more itshould lead to reliale results. Indeed, some constraints (e.g., specific dateor time period* can make the hunt more manageale for students.

Hunt items can include information (generally in the form of answersto a series of questions*, and items such as graphical images and soundfiles. >uestions can e national or international in scope, as well as eingtailored to a specific region or even city.

@epending on the purpose for which the hunt is used, and if%how it isevaluated, hints (perhaps even sequential hints of increasing direction*might also e provided.

,istribution

Hunt items can e distriuted via hard copy (on paper*, can eemailed to students, and%or can e posted to a course we site. (If distri-uted via we site, students might e advised to open a new windowdirectly /over/ the hunt window, so that they can refer to the questions inone while they are hunting for the answers in the other.*


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1!" GREAT IDEAS FOR TEACHING MARKETING

Ans$ers

4nswers should generally include not only the actual informationsought, ut also the exact AL(s* from which it was otained (since someanswers may also e availale other than on the we*, and perhaps eventhe date and time, since we sites can change frequently. 4lso, keywordsused to search for each item, and all ALs visited (a /weliography/*, cane required.

Dote' 5ecause we sites do come and go and change frequently, it isa good idea (make that /3reat Idea/* to check your scavenger hunt itemsefore each hunt, and even during the hunt if it lasts the etter part of an

academic term.

Collection

If answers are to e sumitted via hard copy or diskette, requiring aprintout or copy of the actual we page containing the information isfeasile. 4nswers can e sumitted via email, in which case the informa-tion and AL can actually e copied and pasted from the navigation arinto the email.

Aesults could also e collected via a class we site. If you have acourse we site that supports (interactive* forms, you can set up the hunt

on the site with a different form field for each hunt item, and students canenter and then sumit their answers to you directly from the hunt wepage. ("his can also allow you to compile students# responses for latercomparison in class or on the course we site.* =r, if your class site has awe-oard (sort of a we-page chat room*, students could use it to discusssearch strategies and results, and they would know immediately (in case ofa race* when questions have een answered.


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TOPIC V. TEACHING TIPS 1!1

-valuation

Hunt results can e--ut do not need to e--evaluated. 4nswers cane evaluated in terms of accuracy, timeliness, and completeness (includingexact ALs, etc.*. "hey can e scored (perhaps with answers differing invalue ased on the difficulty of otaining them*, graded, qui!!ed over, ordone (simply* for en$oyment and en$oyale learning. Form of answer su-mission--hard (paper* copy, diskette, email, sumission via we, sumis-sion of a we page--might also e evaluated.

4s noted aove, the hunt may e done y teams, in which case groupprocesses might e evaluated. If the hunt is done competitively, evalua-

tion can also e done in terms of the first correct answer to each item, themost correct answers, or the earliest sumission of all correct answers.4nother evaluative criterion could e fewest ALs%links to otain acorrect answer, as a measure of searching efficiency. :arliest sumissiontimes are easiest to handle administratively with entries sent y e-mail orposted to a class we-oard or we page.

4rrangements might e made with local usinesses to provide pri!esfor the /winners./ (If speed is not evaluated, all who sumit correctanswers can e entered in a /raffle/ of pri!es, perhaps with the numer ofentries in the raffle ased on the numer of correct answers or itemssumitted.*

4n interesting discussion can result from comparing students# answersin class (especially to more general questions* as a means of showing thepotential for encountering discrepant and possily unreliale informationon the we.

*he Net Level . . .

0ith students that are sufficiently we-savvy, rather than $ust havingthem find hunt answers or even writing questions and answers, have themcreate their own scavenger hunt we pages. 4ll students may e givencarte lanche regarding items to include in their hunts, or differentstudents may e assigned different topical areas. Jou can have them posttheir hunts to their own we sites or sumit it to you, and you can create awe page on your course we site with links to the various scavenger huntpages. "hen, students can complete one another#s hunts, and offer feed-ack to each hunt#s author(s*. 4lso (with the permission of the hunts#


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1!! GREAT IDEAS FOR TEACHING MARKETING

authors*, you can use the hunts with future students, perhaps even at theeginning of a course in which they will susequently create their owninternet scavenger hunts.

P.S.

&hare your scavenger hunt with your colleagues--they might en$oy itas much as do your students.

Whiton S. Paineichard Stoc'ton Co""e(e of )J

TECHNI#UES FOR INCREASING PERCEIVEDFAIRNESS IN TEAM$ORIENTED COURSES

Marketing courses increasingly require students to effectively worktogether on $oint pro$ects, exercises, presentations, reports, or papers. &uchdesigns are attractive ecause they can provide students with skills they willuse in an increasingly team-oriented workplace. However, students mayhave reservations aout fairness and equity in a situation where their learningand grade are dependent upon the skills and participation of others.

4 numer of simple techniques can increase perceived fairness in team-oriented courses. In particular, how groups are formed, what is to e donewith non-performers and attendance, and how grades are awarded all canhave a positive impact on perceived equity. "he following techniques haveincreased perceived fairness in a variety of marketing courses

*eam ormation. 4llowing teams to form spontaneously createshomogeneous groups that may not e optimal in terms of the goals of thecourse. 0hen the /4/ students $oin together they deprive the other teams oftheir skills, ailities and work ethic. "eams of students who know and likeeach other can exhiit group think y sacrificing performance for themaintenance of ongoing relationships. 4 etter solution is to form workgroups randomly ased on one or two digits of the student numers. "heycan e allowed to /trade/ a small numer of memers.

&ometimes a etter solution is to use a questionnaire to ascertain whichstudents have specific attriutes related to the content and focus of the


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course. "he work groups are formed y randomly drawing from the sets ofidentified resources. 0hen the students do not know each other theinstructor can also recruit those with the most relevant skills and experienceto give a presentation on why others should $oin /their/ team. 4n importantelement of personal choice is added here as the other students vote with theirfeet in a random order.

/nderachievers. &tudents worry aout the negative consequences ofhaving to /carry/ other students who cannot, or will not, participate in theteam#s work. "wo solutions, one draconian, are useful here. 4 variety ofmeasurement techniques are availale for students to rate each other at theend of the semester (rating scales, forced rankings, an allocation of a set

numer of points across all team memers, etc.*. "hey are told that theirratings (plus written comments* will e taken into account for the finalgrade. "he draconian solution is the potent motivator of allowing a team, oran individual, a /divorce/ up to a certain date with specified consequences.

Attendance. Missing memers generally inhiit group productivity andso rewarding attendance when teams are working together is important inthis type of course.

,ierentiating individuals. Finally, students often dislike the sensethat their grade is essentially out of their direct control and is eing heldhostage to the performance of the entire team. Individual tests directlyaddress this issue. Individual students or pairs of students can also e

required to take overall responsiility for each group task in return for aseparate award of points ased on the quality of the product. 5usinessstudents, in particular, need to play such leadership roles. Here it is advisaleto avoid having the same sets of students always work together as co-managers. 4 spreadsheet is a useful tool here in these more complex coursedesigns since it provides periodic updates on individual and teamperformance. "his feedack reduces uncertainty and increases motivation.

"hese techniques, alone and together, act to return appropriateresponsiility to the individual student. "hey also increase his or her sensethat more of their learning and reward is under personal control. 4t the sametime these procedures operate to reinforce participation in, and learningfrom, the experience of working in teams to complete marketing pro$ects.

Wi""ia! A. CohenCa"ifornia State University *os An(e"es


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1!4 GREAT IDEAS FOR TEACHING MARKETING

MEASURING THE CONTRIBUTION OF INDIVIDUALSTUDENTS ON TEAM PRO%ECTS

Many marketing courses are taught using the structure of studentteams to accomplish marketing plans, research, consulting pro$ects, etc."he ma$or difficulty has always een to assign grades fairly when multiplestudent memers accomplish a single pro$ect. Moreover students recog-ni!e a limited aility to force non-contriuting team memers to assume afair share of responsiility for the pro$ect and are concerned that non-con-triuting team memers, and those who make a lesser or great contriution

all receive the same grade.In order to satisfy these o$ectives, I developed the 2onfidential

8ro$ect "eam :valuation form. =n it I noted that not all memers of teamsmake identical contriutions. I said that in order to e fair, individual teampro$ect grades would e ad$usted according to every team memer


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guide your assessment. "he ratings you make on this form will e keptstrictly confidential.7

Letter3rade

Dumerical&core 5ehavioral 8rofile @escription

4 9 4lways prepared. 2onsistently initiated class discus sions. 2on-triutions, ased on relevant experiences, current events, andassigned readings, were focused, integrative, and uilt upon otherstudents< comments. It was extremely rare that the student waseither tardy, asent, or had to leave early.

5S NN 4ove average performance in one or more aspects of the

student


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1!8 GREAT IDEAS FOR TEACHING MARKETING

Michae" . *thy+e""ar!ine Co""e(e

STUDENT DEVELOPMENT OF THEE&AM GRADING KEY:

ANOTHER OPPORTUNITY FOR LEARNING

"he ultimate rationale for giving examinations is to assess or verifythat students have acquired certain knowledge, concepts, or skills as well

as the aility to apply them correctly in different situations. @espite theest efforts of instructors in constructing tests, there is a level ofartificiality inherent in all examinations. "his artificiality can give rise toiases in wording or item construction. :specially prolematic are examsthat contain a large numer of so-called 6o$ective questions7 in the true-false or multiple-choice formats. Less prolematic ut still of concern arequestions in matching and%or fill-in-the-lank formats.

0hile these question formats allow for the assessment of knowledge,they are limited y the instructor


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TOPIC V. TEACHING TIPS 1!

poorly written that no one answer clearly emerges, it can e deleted fromthe test efore grading."he resulting answer key can then e used to grade the tests handed

in. "he discussion and deating process that comes from its developmentprovides not only an additional opportunity for students to link thematerial to the question asked, it has the side enefit of minimi!ing (oreliminating* any after-test meetings with students who are not convincedas to the correctness of particular answers.

Wi""ia! A. CohenCa"ifornia State University *os An(e"es

DEVELOPING THE LEADERSHIP POTENTIAL OFMARKETING STUDENTS 'HILE TEAMING

&ome schools of usiness offer a leadership course, usually in themanagement department. 4 typical course of this type states that theo$ective of the course is to explain the /nature, resources, strategies, andmodels of complex organi!ations./ &o, this is primarily a theoreticalcourse and is intended to teach students aout leadership, not to developthe students< skills as leaders.

Marketing management teaches the management of marketing activi-ties. 5ut marketing and leadership are not the same. 4 marketing profes-sional may e an excellent manager of marketing activities, and yet failecause the same individual is an incompetent leader.

Like dancing, painting, or rain surgery, leadership is an art. 0hilelearning the theory of rain surgery is a required asis for learning to e arain surgeon, one is unale to perform rain surgery y simply studyingaout it. Dor can one dance or paint without practical instruction, hands-on experience, and feedack.

If development of leadership were an outcome of any marketingcourse, it would make a significant contriution to the students# potentialas well as add considerale value to their marketing education. "hepurpose of this 6great idea7 is to utili!e teaming to help develop studentsIN< *?P-S

Approaches@Personalities

:ach person in your group (except the oservers* will e assigned an approach -- eitherFunctional or &ymolic. "hese two approaches can e summari!ed as follows.


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)unctional

"his person is the rational, economic decision maker. "hey approach decisions ygathering information aout important attriutes of the product or service, anddetermining which alternative est meets their needs ased on those attriutes. "hisperson will either make, or will want to hear, rational, logical arguments aout why theproduct is etter than the competitors. "his person may also want to hear astraightforward account of where the product is inferior to other alternatives. "hesymolic aspects of the interaction can still e important to this person, ut much less sothan for a &ymolically-oriented person. "his person wants to uy or sell the estproduct.

Symbolic

"his person is the social, relationship-oriented decision maker. "hey approach decisionsased on the nature of the relationship etween uyer and seller. "his relationship canhave important functional attriutes as well, in terms of trust and a feeling that the sellerwill /e there/ for the uyer if troules arise, or that the uyer will /e loyal to a goodproduct,/ so the relationship quality symoli!es additional value to the uyer or seller."his person will e sensitive to the communications and interpersonal dynamics in theselling situation, and a poor interaction may sour a deal. "he functional attriutes of aproduct can still e important to this person, ut less so than for Functionally-orientedpeople. "his person wants to uy from or sell to someone who is trusted and liked.

,ecision (a"ing

"he uyers can use a variety of models to decide whether or not to purchase the product.

5uyers will e assigned a decision-making mode. Dote that not all possile models arecovered in this exercise.

Autocratic -- =ne person decides, in this case, the 5uyer. =thers can attempt toinfluence the 5uyer.

Negotiating-- 8arties do not initially agree, ut will negotiate, influence, and argainuntil a $oint decision can e reached.

)unctional Attributes o the *et Symbolic Attributes o the 4elationship

Length Length of time the uyers and seller have knowneach other.

Dumer of 2hapters Interpersonal styles ; 4ggression, accommoda-

tion, assertiveness.Hardcover or 8aperack 8revious history -- Have the uyer used other

ooks from the seller1 0as the uyer satisfied10as the seller satisfied1


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)unctional Attributes o the *et Symbolic Attributes o the 4elationship2ost 8revious history -- How has the seller handledprolems in the past, such as errors in the text orooks and supplements not coming in on time1

Aeadaility 2urrent history -- 0ill the uyer e usinganother ook from the seller in the comingsemester1

Is there a self-test at the end ofeach chapter1

Friendly relations -- @o you like each othergenerally1

4re there review questions at theend of each chapter1

2ommon interests -- @o you have anything incommon with each other, such as hoies,children, etc.

4re there experiential exercises

availale1

2ommon friends -- @oes the seller know the

uyer#s colleagues%friends at other schools, andring news%information aout them1

Is there a study guide availale forstudents1

"rust -- @o you trust each other1 0ould you tellthem secrets, or do they tell you secrets1

4re there videos availale for theinstructor1

5ody language -- 2an e comfortale and open,dominating and aggressive, or closed andresisting.

4re there transparencies%graphicsavailale1 0hat media -- papermasters, acetates, on disk, online1

&pecific prolems -- Is the other person racist1

How well are ethics integrated1 &pecific prolems -- Is the other person sexist1

How well are emergingtechnologies integrated1

&ituational -- How sensitive are the uyer andseller to each other#s situations, particularlystressful times of year etc.

How well are gloal dimensionsintegrated1

Is there internet site support for thistext1

=ther attriutes that may e appro-priate for texts in specific areas utnot others (consumer ehavior ver-sus market research, for example*.


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15" GREAT IDEAS FOR TEACHING MARKETING

)ancy +oy'inTar"eton State University

SPECULATIVE PRESENTATION SIMULATION

I often tell my promotional strategy students that the world of adver-tising is extremely stressful. Jou are only as good as your last successfulaccount presentation. In order to simulate the stress and excitement of aspeculative presentation, I give one to two unannounced campaign assign-ments during a semester. &tudents are divided up into teams and are askedto develop a promotional campaign for an assigned product. :xamples ofpast products include'

a rural hospital suffering from outshopping+

"wo @og 5eer--an alcoholic fruit-flavored malt liquor everage+

Mentos candy--which my students agree, has one of the worst ad

campaigns on "ER&tudents are only given two weeks to put together a presentation.

"hey are asked to address the following topics in writing'

o$ectives of the campaign

target market selection

positioning strategy

media strategy

"hey then can choose to develop a series of ads using the mediums oftheir choice. &tudents are advised that they will e $udged not only on thequality of their work, ut also the quantity. >uantity is important ecauseyou can never assume that your client will like the only idea you have topresent. 4lways have a ack-up planR

4t the end of the two-week period, teams make their presentations tothe class. "he class votes on which group deserves to win the account.


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)ancy yan McC"re, University of Centra" 0'"aho!aJa!es *. Tho!as, Jac'sonvi""e State University

MARKETING IN ACTION

Marketing ma$ors and non-ma$ors alike persist in thinking that/marketing is selling./ "o overcome this misperception, a marketingcourse was developed that took students out of the classroom and into the/real world./ 4 study tour was offered etween semesters that took thestudents to a ma$or metropolitan area (@allas%Ft. 0orth, "exas* for twopurposes' ()* see the variety of activities involved in the marketing disci-pline, and (* expose students to multiple career opportunities.

"he tour was designed to provide students with maximum exposure tosome of the /est/ in the field of marketing. :ach of the organi!ationsinvolved developed extensive presentations within their particular area ofmarketing speciali!ation. "he organi!ations that participated included "he"exas Aangers (sports marketing*, 5aylor Medical 2enter (health caremarketing*, 2hili#s 3rill and 5ar (hospitality marketing*, @allas Market2enter and 0orld "rade 2enter (apparel and home furnishings whole-saling*, @@5 Deedham (advertising agency*, Frito-Lay (snack food manu-facturing*, Deiman-Marcus (upscale retailing*, Aandall#s%"om "hum(grocery distriution center*, and the 0est-:nd 4ssociation (non-profitorgani!ation*.

"his course was offered for hours of either undergraduate orgraduate credit (with Fundamentals of Marketing as a prerequisite.* "hestudents stayed in the @allas area Monday through Friday in ?anuaryetween semesters. pon returning to the university, students wererequired to write thank-you notes to each of the organi!ations and to take afinal exam. =ne of the questions, naturally, was /Marketing is selling.@iscuss./ It was evident from the students# responses that they had clearlylearned that marketing is much more than selling.

0hile there is nothing novel aout field trips, the comination oforgani!ations and the class format permitted a more in-depth learningexperience for the students than they could ever have had $ust reading a

ook. nfortunately, the way most courses are designed, field trips areuntenale due to classes scheduled efore and after the course in whichyou would like to take advantage of a field trip. "he students appreciatedhaving an elective opportunity presented etween the two terms. "his tour


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15! GREAT IDEAS FOR TEACHING MARKETING

resulted in two internship offers.It should e noted that the first time such a course is offered, a greatdeal of time and planning must e devoted to the development of thecourse. "he authors found that the process of simply contacting the appro-priate individuals, much less completing the details with these individuals,requires an extensive numer of telephone calls, faxes, emails, etc. Inorder to ensure the efficient coordination of the class, it is highly recom-mended that instructors allow roughly P months for development prior tothe eginning of the course. For future iterations of the course, less time islikely to e required+ however, the authors advise against continuallyasking the same organi!ations to participate due to the commitment of

time and human resources required of the organi!ations involved.

evin . Co"son, )ortheastern 3""inois UniversityS. Prasad anta!neni, #!2oria State University

THE COMPETITIVE CIRCLE

"he 2ompetitive 2ircle (22* is intended to enliven the typical casecourse y introducing a certain level of perceived risk eyond the normalinstructional evaluative aspects and therey increase student participation

and learning. It may e used in two formats, either with text ased cases,or preferaly with local firm information. "he latter method is much moreinteresting to nontraditional, management-level students, and provides agreat incentive to ecome involved in the learning process.

"raditional case-ased courses often require that a student (or groupof students* analy!e a textual case, write up their thoughts on the material,and then (yawn* present that material to the class for discussion. 0hendone well, it is a marvelous learning experience. nfortunately, it fails tocapture the interest of many students. "here is a need for a teachingtechnique that provides students with more personally relevant material.3oals for the /2ompetitive 2ircle,/ include the aility to involve the entireclass in the discussion, to e ale to extract valuale student experiences,to correct misperceptions without ruising students# enthusiasm for thematerial or eing perceived as offering /textook/ answers in a /realworld/ setting, and to ring home the reality that lack of information is


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always a prolem in usiness.2onceptually, 22 is a simple technique. 4ssign one or more studentsto represent one (preferaly local* firm, or to act as consultant(s* to thefirm in a text ased case. 2all these students the /good guys/ for lack of aetter term. 4ssign another student (or similarly si!ed group* to act as acompetitor for that firm. (=viously, these are the /ad guys/.*

"he good guy(s* profile the area firm#s (try to stay within PK miles*marketing strengths and suggests appropriate marketing strategiesdesigned to improve or continue their differential advantage. In the eventthat you use a text ased case, they are told to complete the &trengths and=pportunities aspects of a &0=" analysis and are also to improve or

continue their differential advantage. "his material is then presented ythese students and serves as the first part of the class. (&harper studentswill do oth sides of the &0=" analysis to prepareR*.

"he competition Wad guy(s*X will then highlight the same firm


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"his technique is not for the unprepared or the faint-of-heart. "heinstructor must research each of the firms assigned and take care to linkthem to topics in the course syllaus. &tudents are very aware of theoperations of local firms and hold strong opinions aout this, which canlead to quite spirited deate. 2are must e taken in assigning competitors.&tudents with poor communications skills will always e disadvantagedwhen placed against well skilled participants. For this reason start theclass researching their primary companies and wait until the second weekor later efore assigning the competitors. "his provides an opportunity to$udge the ailities of the students and to select appropriate matches.2ollect demographic data and information on previous work experience

prior to assigning competitors. 2are must also e taken in the selectionand assigning of firms. &elect oth local and national or internationalfirms with pulic exposure in a variety of industries. "he 22 format issuch that errors in $udgment, mistaken applications of marketing concepts,and plain wrong-headed ideas tend to disappear as the su$ect progressesecause oth the instructor and class-memers actively seek to correctthem. 22 has een successfully used in oth graduate and undergraduateclasses. However, it is more useful in smaller classes (D Y K*.

Sandra *. *ederSothern Connectict State University

TEAM GRADE APPEALS$$INCREASED LEARNING

I have een a convert to team learning ever since ) when, courtesyof a faculty development grant awarded to me y the niversity, LarryMichelsen (niversity of =klahoma, Dorman* introduced me to the pro-cess. "he essence of team learning is simple' students learn more whenthey are actively involved in the process+ they tend not to learn particularlywell when their classroom role is that of a passive receptacle for lectures."his reali!ation, and team learning, have had a profound effect on my pro-fessional life.

"eam learning is a multi-stage process. However, I am focusing hereon the test-taking part of the process--an activity that can e used in anyclassroom format, regardless of whether the full team learning process is


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used or not.Here#s how it works. For each topic in the course, the students areassigned one or more chapters to read. "hey must come to class preparedto take a K-question /content qui!/ on the chapter(s*. :ach student willtake the qui! individually and sumit it to me for immediate grading."hen, having already een put into teams, the students meet in their teamsand take the same uiz as a team . :ach team sumits its qui! for imme-diate grading. 0hen all the qui!!es, individual and team, have eengraded, they are returned to the teams. "his is where the appeals processcomes in.

4ppeals, which must e sumitted to me in writing with a proposed

/new/ correct answer and a $ustification, can only e sumitted for theteam qui!!es. "he appeals process (open ook* is designed to do severalthings. First, it is intended to clarify the students# understanding of thecourse concepts. &econd, it gives additional credit and recognition whenthe team has /missed/ a question ecause of things like amiguity in thereading material, disagreement etween the reading material and the/correct/ answer, or prolems in the wording of the question. "hird, it isintended to reinforce the team concept y demonstrating that the poolingof rain power will result in a team qui! grade that is usually higher thanor equal to the highestindividualgrade.

0hat is truly ama!ing is the level and sophistication of the topic-

related discussions that go on in the teams. "hey are, of course, tryinghard to get those extra points from me--ut in the process they are learningwith and from each other in a way that I


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*he appeal: 5rand loyalty is a pattern of repeat product purchases,which is clearly demonstrated in the situation in the question. 0henuying a product to which one is rand loyal, almost no effort goesinto the purchase. 0e feel that ecause of the parallel and over-lapping similarities of the definitions of rand loyalty and inertia,rand loyalty can also e the answer.(y decision on the appeal: 3ranted. "hey got the extra point. (Itshould e noted that it is important to e generous in the granting ofappeals in order to facilitate team-uilding. "he granting of thisappeal, however, was not a stretch.*

0hile one could split hairs on this, one thing is very clear' "hestudents are thinkingaout the course material and they are talkingaoutit with each other in meaningful ways--to the point, at times, where somepretty animated arguments take place. 4s a result, increased learning istaking place--and you can


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even understanding the concepts. In some instances, concepts (e.g.,positioning* are used without even an understanding of what they meanand the different ways in which they can e used. &ince a vast ma$ority ofM54 students do not have or do not work in the Marketing area, we havesuccessfully used concept papers to alleviate the prolems noted aove.

:ach student in the Marketing &trategy course is required to writeeight concept papers each focusing on an important concept discussed inthe chapter. "his concept paper should focus on how the concept is eingused y their organi!ation, the manner of its implementation, and theprolems the organi!ation has had either in using the concept, orimplementing it. "he concept papers typically cannot exceed two doule-

spaced, typewritten pages. "hese concept papers in our experience, haveserved several useful purposes. First, they have forced M54 students whodo not have a marketing ackground, to contact marketing personnel intheir organi!ations to find out how the concept is eing applied. In thisprocess, several students have commented that they have come to developa healthy regard for the work that marketing department employees do andthe difficulties they have to contend with. &econdly, students especially insuch areas as health care, financial services, and education haverecogni!ed that the marketing of services presents many challenges notaddressed in (the* current textooks. "hirdly, we have started off eachclass session y calling on some students to riefly explain how the

concept paper is eing applied in their organi!ation. 4n unintended enefitof this exercise is that it allows all the students in the class to learn howorgani!ations that are very different from their own are applying theconcept. "hey also learn aout other organi!ations they have only readaout in the newspapers. In one particularly interesting exchange, studentsstarted comparing notes on the prolems their organi!ations were havingin evaluating attempts to measure customer satisfaction and most weresurprised to learn of the sophisticated approach taken y some health careorgani!ations whose employees were in the class. &tudents not associatedwith an employer can complete the papers y referring to such sources as"he 0all &treet ?ournal, 5usiness 0eek, Fortune, etc. @emonstratingapplication of a concept is the learning o$ective.

sing concept papers does have one drawack though. In order forstudents to take them seriously, we have had to uild in an evaluativecomponent along with a suitale grade. In our courses concept papersaccount for )K percent of the grade. &ince students have responded well to


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this challenge, faculty memers in return need to spend some timecarefully reading and making comments on these papers. 0ith a class si!eof thirty students, this means reading and commenting on thirty conceptpapers every week. "he associated clerical task of recording all of thesescores also is time consuming. "he tendency to $ust skim through thepapers and award ten points to each should e avoided. In order tosimplify the task of the professor to some degree we have made andenforced one rule' Do late sumissions accepted and no revisions allowed.However, to accommodate travel and work schedules and /emergencies/,we typically assign ten concept papers ut use only the highest eightgrades.

Martha #. HardestyThe Co""e(e of St. Catherine

BUYING AN EDUCATION: THE 4 P+S ON DAY ONE

&tudents enrolled in my -credit Introduction to Marketing coursemay e freshmen exploring a usiness ma$or, sophomores fulfilling arequirement for the accounting degree, or even senior :nglish ma$orstaking the 6somethingR7 their parents urged to help them get a $o. From

the first day I must get students to recogni!e the experiential ase ofmarketing, and I must create class norms of participation.

I egin the first class y asking students to reak into small u!!groups. I then pass out a sheet with the question, 60hy are you uyingyour education at "he 2ollege of &t. 2atherine17 &tudents typically looksurprisedTthey have not regarded their college choice as a consumerpurchase. I mention that there are well over a do!en other options fortaking an Introduction to Marketing course for college credit within thisterm within this metropolitan area. &tudents are instructed to spend atleast K minutes recalling asolutely every influence that caused them tocome to this college. 4nother question on the same sheet asks them

60hat do you have in common with the other students in your group17"hey spend aout five minutes discussing this."ypical answers for the first question might e 6&mall class si!e,7

6Financial aid package,7 etc. 4s I collect their responses on the oard, I


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discuss items as choices made y themselves or y the institution. "heygradually notice that I am listing their comments delierately in one offour columns. "hey note as well that I am keeping a separate list of othercolleges they mention that they had also considered. Inevitaly, the dis-cussion produces the 8


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for class, Qcontriuting to class and somewhat prepared for classy having read materials ahead of time, and 9Qsignificantcontriution and well prepared for class. "hese grades will eadded up and the percentage of points received%total pointspossile is worth )K of your grade. "he factors that will go intodetermining this are the following'["imely attendance (arriving efore class starts, prompt returnsfrom reak, and not leaving early* for each class period.[8reparation for class (reading the materials and preparing eforeclass*.[seful participation that aids the class and demonstrates course

preparation. seful participation is D=" continually asking wherewe are in the materials, disrupting the class through holding privateconversations during class, or complaining aout the workload(this is a senior level class - something would e terrily wrong ifthis course was not rigorous*. seful participation includesinvolvement in class discussion, asking questions aout thematerial, and relating the course content to the pro$ect.[Jour aility to work with others. I am not asking that you likeeveryone in the class, ut I am expecting you to put your personalfeelings aside for the good of the course. 8lease do not interruptwhen others are talking.

[Jour overall professional demeanor and appearance. "his is aclassroom, not a each, ar room, or all field - act and dressaccordingly.If you have any questions aout this policy, please ask me 4&48.

"hird, it is up to me to show the students how professionals act. Ihave to set the proper tone for the class. I discuss with them in the firstday of class why we are doing this. "he ma$ority of students want alearning atmosphere free of chaos and do not appreciate onoxiousstudents any more than faculty do. 4dditionally, I stress to them that howthey act in my classroom is similar to how they would act in a professionalmeeting%setting. I note a grade for each student at the end of each class asI take role. 0hen I return each of their tests I also note on the test howthey are scoring so far on the professionalism portion and discuss whatthey can do in class to enhance their score for the rest of the term.


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7ictor J. Massad#"i5a/ethton Co""e(e

USING MOVIES TO ILLUSTRATE HO'GROUPS INFLUENCE BEHAVIOR

&ince students en$oy watching videos of popular movies, one way formarketing teachers to capitali!e is to assign students to watch videos ofpre-selected films in order to evaluate how groups influence the ehaviors

of characters within the film. &tudents are told to view one of thefollowing motion pictures' sub!rbia ("), Four #eddings and a Funeral($%-&'), eathers ("), *+*** ("), he ig Chill ($%-&'), Fast

imes at "idgemont igh (")-- the professor advises students to avoid theA-rated films if they are offended y such material.

&tudents are instructed to note that each of the movies centers on thedynamics of a group. :ach student is to watch any of the movies (theymay invite friends from class to $oin them if they like*, take notes on theactivities of the group(s* in the film and on the activities of each memerof each group, then write a paper discussing the following issues'

). How would you descrie the group(s* and why1 Is it a reerence

group1 Primary group1 )ormal or inormal1 0hat are therules of memership, either written or unwritten1

. 0hich characters elong to the group and which do not1. 0hat other groups would memers of this group consider to e

aspirational1 0hat other groups would memers of this groupconsider to e dissociative1 4re there characters in the movie whoaspire to $oin this group or consider it dissociative1

. 0hat normsdo you oserve1 3ive examples from the movie inwhich characters# ehaviors result from normative influences.Include instances in which the group either directly or indirectlyinfluences consumption ehaviors.

9. @escrie the role each memer of the group plays. Is there adecider= inluencer= gate"eeper, etc1 If not, what laels wouldyou give each memer1

P. "o what degree do memers of the group feel pressure to


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conorm1 4re there events that you feel individual characterswould not have taken part in were it not for group conormitypressures1 @o most memers seem to conform from acceptanceor as a matter of compliance1 3ive examples. "o what degreedoes the cohesiveness (or lack of cohesiveness* of the groupcontriute to conformity pressure1 4re there characters who seemto conform out of a high need for acceptance1

O. @id you oserve any group shits (changes in group opinion*during the movie1 How did the shifts come aout1

osa T. CherryWi""ia!s/r( Technica" Co""e(e

CONTACT THE REAL 'ORLDINVITE GUEST SPEAKERS

OR TAKE A TRIP

My favorite extra activity is inviting local usiness%industry personnelinto our class to share their expertise with our students or to take thestudents on field trips to see how things are done. "his is particularly use-ful in our small, mostly rural community. Many students have had little

contact with this segment of the community and enefit greatly fromhearing and seeing how things work in the real world. "his also aids inour college image enhancement y promoting interaction etween thetown and the student community.

0e have had visits from an industrial uyer for a local plastics plant(a former studentR*, an inside usiness-to-usiness salesperson for a near-y steel company, a wholesaler, a retailer, a newspaper pulisher, acollege president, and a pulic information officer. In addition our classeshave visited a local production plant and a local telemarketing center.

=ur 8I= often uses the occasion for a photo op to favoraly pulici!eour college.

Joe $. Hair, Jr.*oisiana State University


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USING THE INTERNET TO ENHANCEINSTRUCTIONAL EFFECTIVENESS

Instructional approaches utili!ing the Internet as a platform are trans-forming university-level teaching (as well as teaching at all levels*. "heInternet creates 6time-free7 6location-free7 access for students anddelivery opportunities for professors. 2olorful animations attract attentionand also increase student understanding of astract concepts. Aotatingo$ects enhances visual perspectives and facilitates communication of pro-duct features and enefits. sing interactive data ases enales students,

particularly those in classes like marketing research, to manipulate statis-tical, ehavioral and attitudinal data using 6what if7 scenarios. Finally,students no longer have to imagine sounds, they can actually hear themand assess the nuances of veral communication.

Internet instruction accommodates a wide range of learning andteaching preferences. &tudents and professors can quickly and easily indi-viduali!e course assignments y utili!ing a variety of links. Interchangesetween the professor and students increase ecause of the aility to asyn-chronously contact each other in a 6time-free7 6location-free7 manner.Making overhead transparencies and lecture outlines and notes availaleon-line further extend the opportunities for making teaching and learning

more effective.Internet instruction involves students in a wide range of activities that

contriute to learning and intellectual growth. I personally have usedInternet-ased instruction for the last two years. &o have a numer of mycolleagues. Aesearch on teaching effectiveness has estalished all of thefollowing'

). 4ctive learning is etter than passive learning+. Learning requires focused attention and extensive time on task+

and. Information organi!ed in personally meaningful ways is easier to

rememer and use.

"he Internet enales us to implement and enefit from all of theaove. &o if you have not yet incorporated the Internet in your teachingapproach you need to soon.


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Jac' . Mande")assa Co!!nity Co""e(e

PUTTING STUDENTS -IN THE LINE OF FIRE TOLEARN CRISIS MANAGEMENT TECHNI#UES

"he concept of 6crisis management7 is ecoming an important topicfor marketing and pulic relations classes. 4s companies continue togloali!e, seek to make their staffing more culturally diverse, and sensiti!ethemselves to community needs and concerns, the role of influencing

pulic opinion is growing.I have incorporated fictitious 6crisis7 situations (ased on actual newsevents* which students have to respond to. "hey are asked to 6assume7the role of a 8ulic Aelations @irector for VJU 2orporation and lead apress conference to address an issue of some local (national* concern suchas pollution of the environment.

4fter each student issues a 6policy statement7 citing the stance thecompany is taking, the classroom (press conference* is opened up to otherstudents. H:A: I& 0H:A: "H: FD 5:3ID& . . .

&elected students are previously chosen y me (the instructor* to role-play specific 6pulics7 and to raise critical and timely questions to the

8ulic Aelations @irector standing efore them. For example, I will haveone young lady play a production worker who feigns 6crying7 ecause sheis afraid that as a single parent with four children to support, should VJU2orporation close, how would she cope1 =ther student role-plays mightinclude a union delegate seeking $o security for memer workers, a ma$orshareholder worried that the price per share of company stock will decline,and even a local legislator trying to look good to his constituents. &uchquestioning put to our 68A @irector7 will provide a 6very real7 crisis situ-ation forcing him to think quickly and answer carefully. 4s the instructor,you can encourage your stuudents to give you scenarios to play out.

":42HID3 "I8 F=A "HI& :V:A2I&:' 4lways select at least fourvolunteers to allow different viewpoints and approaches. 4sk eachstudent to wait outside of the classroom to guarantee that each responsewill not e influenced y the preceding students. However, after eachstudent completes his turn 6In the Line of Fire,7 let him re$oin the class tooserve the others who follow.


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-ample

2hemo "echnology 2orporationAiverhead, D.J.

Case Study: 85LI2 A:L4"I=D& )N8A=F:&&=A ?. M4D@:LLM4D43ID3 2AI&I& ; IDFL:D2ID3 85LI2 =8IDI=D

Situation: 2hemco "echnology 2orporation is a large metalworking manufacturerwhich employs over 9KK Dassau and &uffolk residents in Aiverhead, L.I.

Founded in )N, this pulicly held company has seen its share valueincrease from \ to \PO (plus annual dividends*. Many shareholders liveon Long Island and admire the company. Dow the company is facing itsgreatest crisis to date. 2hemco has een getting rid of poisonous !inc-plating residue y dumping them into a large field ad$acent to the factory."his toxic fluid has slowly infiltrated ground water that feeds intoHampton 5ays. 9,KKK dead trout were found two days ago floating inthe creek, killed y the cyanide in the waste fluid which was notadequately treated. @rinking water could e contaminated too.

"he Dew Jork &tate :nvironmental 8rotection 4gency is planning toindict the company and the media is pulici!ing the incident.

?our Challenge: Jou are @irector of 2ommunity Aelations at 2hemco "echnology2orporation. Management has designated you to issue a 68olicy&tatement7 at an =pen 8ress 2onference tomorrow morning.

8repare a written statement ased on a 8L4D =F 42"I=D(chapters and ) will help* to deal with the crisis.

?our Ob0ective: "o restore pulic, employee, and shareholder confidence 4D@pacify the authorities.


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osa T. CherryWi""ia!s/r( Technica" Co""e(e

USE A SIMULATION $ CLASS COMPETITION

"o incorporate many areas of the marketing concept, I like to use asimulated usiness operation. "o do this, we divide the class into teams(companies*. "he teams make decisions regarding company name, pro-duct, price, and promotion in operating a retail franchise. "he teams com-pete against each other and against the computer-run company as well tomake the largest amount of profit over a period of /five months./ "hesedecisions are spread out over the course of the semester, with meetingsheld during class time on decision days. 4fter the first two decisionperiods, each company prepares a marketing plan, which is graded and isthen followed in making susequent decisions. "he team making the mostoverall profit scores the 4 on the pro$ect and others are gradedaccordingly, with no team receiving lower than a 2. 3rades for each teammemer on the simulation are verified y confidential grading of teammemers y their colleagues. "he final simulation grade amounts to 9of the course grade. "he competition generates enough pressure to stimu-late more interest in the various phases of marketing decision making inMarketing )K).

Ste2hen +. Cast"e/erryUniversity of Minnesota D"th

CONSUMER BOYCOTTS AND POSSIBLE REACTIONS/SOME FOLKS OUT THERE %UST DON+T LIKE US*0

=n the end of the first day of class, after having introduced themarketing concept, I hand out a list that includes firms and some products.It looks something like this'


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0hat do these firms%products have in common1

4merican :xpress0orld 5ookAevere 0are@ayton HudsonFores?ohnson


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the largest aortion provider. &ince I am personally against aortion, Ioycott the firms%products on that list (which is only a partial list, y theway+ and changes each quarter as firms are added and some drop out dueto the oycott pressures*.7 I then lead the class into a discussion aoutoycotts and how marketers should respond to them. "his includes topicssuch as'

). "he importance of learning all of the relevant evaluative criteriathat consumers use.

. "he importance of learning the relative importance of the variousevaluative criteria that consumers use.

. How what is typically thought of as a /convenience product/ canecome a /high involvement/ product (due to a divergenceetween personal eliefs and company eliefs*.

. "he importance of communicating information to consumers.9. "he critical functions of pulic relations and customer service.P. 0hether it makes sense to let individuals or organi!ations that

oycott your products have an impact on your corporatemarketing decisions (i.e., will we let our consumers hold ushostage1*.

O. "he ethical and far-reaching ramifications of corporate decisions.N. 0hat firms on the list can do to win my usiness.

. How a teaser campaign works (which is asically what I


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Tho!as ossi+roo!e Co!!nity Co""e(e

-TRIVIAL PURSUIT GAME

In the courses that I teach, 5usiness Law, Marketing, =rgani!ational5ehavior and Leadership. I use a variation o the game *rivialPursuit per topic. Here is how it works' &tudents sumit questions on/ y 9/ cards. 4fter we have covered each unit of the course, they placea question on one side of the card and the answer on the other side. 0ecolor-code the cards to correspond to the color-code of the "rivial 8ursuitgame oard. &tudents can sumit several types of questions-true%false,multiple choice, short answer essays, fill in the lank, and even ?eopardy-style questions (when the answer is read, the student must respond withthe appropriate question*.

Initially, the questions are merely reviewed in class efore each examto prepare the students for the upcoming exam. Misleading questions andduplications are pruned from the deck so that only the est questions areincluded.

4t the end of the semester, efore final exams, we reak up into teamsand play a game of /5usiness 8ursuit/. I urge students to ring onlyimportant questions, or what I refer to as Marketing /significa/ orManagement /significa,/ rather than /trivial/ questions.

4n interesting aspect aout this approach is the group dynamics.Frequently, when the game is played, students who have said very little inthe course en$oy the game-like atmosphere that is created, and the gameenales an enormous amount of material to e covered in an en$oyalemanner.


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John PerrachioneTr!an State University

GAM#SIN MARKETING CLASSES

%reat /deas for eaching arketing0sprevious editions have featureda variety of /games/ useful as pedagogical tools. 4nother lucrative sourceof a continual supply of marketing-related games is the maga!ine y that

name--%+1.

5elow is a non-exhaustive, annotated list of %+1 games that

might e used in marketing classes. "hey include word games, trivia

questions, multiple-choice questions, matching, picture identification, andothers. 0hile rands, products, and%or companies are a ma$or component,if not the sole component, in almost all of the entries listed elow, thevarious games are relevant to a veritale panoply of marketing topics+ forexample' randing, rand identification, rand symols+ packaging andlaels+ international marketing+ market share%top-of-mind awareness+recognition vs. recall, aided vs. unaided recall+ learning, association, cues+perception, stimulus amiguity, figure-ground relationships+ demo-graphics, personality profiles+ sex-role stereotyping+ and more.

It is the policy of %+1maga!ine to allow its games to e used in

classrooms--credit to %+1should e given on any content used from

the maga!ine. %+1 is pulished nine times a year, and is copy-righted y 3ames 8ulications, Inc. %+1is a trademark of 3ames8ulications, Inc. 4ddress correspondence to %+1, 8.=. 5ox )N, Fort

0ashington, 84 )K. WDote' My only affiliation with %+1maga-

!ine is as a long-time paid suscrier. ?8X

(ar"eting


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@ecemer )N, (P*, Issue )N'

/2orporate Makeover/ -- Identify twelve drawings of corporate logos that literallyinterpret the names of well-known companies (5%0+ pp. K-)*.

/3ender 2liches/ -- Dame the fourteen /male/ tools and the fourteen /female/ kitchentools pictured (color*+ name the twelve /chick flicks/ and the twelve /guy movies/descried (p. O-O9*.

/(0*H=, (0*H=, (0*H=1/ -- Identify fifteen famous people and%or fictional charactersfrom their holiday wish lists (p. NN*.

=ctoer )N, (9*, Issue )O'

/2how &how/ -- 0hich photo in each of ) pairs is dog food and which is people food1(color+ pp. )N-)*.

/5i!arro 5rands/ -- Match rand-name oppositeswith product categories (p. O*.

4ugust )N, (*, Issue )P'

/&tars and &tripes/ -- Identify the company, product, and service logos (or parts oflogos* containing stars and%or stripes (lack C white+ pp. N C *.

/4ds infinitum' Infomercial, please/ -- Match celerities with the infomercial product orservice s%he has endorsed (p. 9*.

/4ds infinitum' 4s "ime 3oes, 5uy/ -- 8lace ten milestones of television andadvertising in chronological order (p. 9*.

/4ds infinitum' 2hoice "rivia/ -- Multiple-choice questions aout miscellaneous ads,"E show sponsors, etc. (p. P*.

/4ds infinitum' 8roducts of 2elerity/ -- (4* Match four celerities# pictures with

pictures of logos of soft drinks they endorse (color*+ (5* Match ten /spokes-creatures/ with their trademark slogans+ (2* Match four celerities# pictures with thetelephone service for which each has een spokesperson (color* (pp. P C O*.

/4ds infinitum' "his song#s for you/ -- Match each of )9 songs to the products withwhich they are now associated (pp. P C O*.

/4ds infinitum' 0hat#s My "ag Line1/ -- W4X &pliced &logans -- Identify tag lines thathave een divided into two parts and each part paired with part of a different tagline+ W5X 5ar :xam -- Match each rand of eer with its slogan+ W2X Flight &imulator-- Match each airline with its slogan (p. O*.

4pril )N, (*, Issue )'

/Letter @rop/ -- Identify the product logos from which each of P letters was taken

(color+ pp. 9 C 9+ answers in =ctoer )N issue*./Main &treet Mergers/ -- 3uess the names of fourteen pairs of usinesses (a comination

theatrical agency and delivery service Q /8art C 8arcel/* (p. O*.

Feruary )N, ()*, Issue )'


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/Madison 4venew/ -- Identify the eight correctly (creatively* spelled product namesfrom a list of O, and identify the correct (creative* spelling of the other (p. PK*.

4ugust )O, )(*, Issue )K'

/"rivia 4ptitude "est/ -- Dot marketing related, ut introduces an interesting variation ofmultiple-choice testing (pp. )P C )O*.

/For &ale, 2heap/ -- 3uess the price of six items in the respective years given (p. P*.

=ctoer )P, K(9*, Issue )9'

/5ring 5ack 5urma-&have/ -- 4nnounced a contest to /promote a product of the #Kswith a series of silly signs/ (p. N*.

/0orld Leader/ -- /0hat six-letter company can have its first and last letters changed toget the six-letter last name of its 2:=1/ (p. PK*.

4pril )P, K(*. Issue )'

/High-"ech Aeality 2heck/ -- 4lthough these multiple-choice questions focus on com-puters and technology (which are argualy marketing-related*, they includequestions aout products, rands, and media (pp. 9K C 9)*.

?une )9, )(*, Issue )O'

/3etting @own to 5usiness/ -- "en multiple-choice and matching questions concerningrands and products, marketing, and usiness in general+ arrange eight trademarks

chronologically+ and identify the one2olgate-8almolive product from among seven8rocter C 3amle products (some color+ pp. 9K C 9)*.

/8oetic 8roducts/ -- Identify the rhyming rand names for each of eighteen pairs of items(e.g., /soft drink%computer/ Q &napple%4pple* (p. P)*.

/Maga!ine @epartments/ -- Match each of twenty maga!ines to a feature or departmentthat regularly appears in that maga!ine (p. P*.

4pril )9, )(*, Issue )P'

/"hat#s 4out the &i!e of It/ -- Identify which item in each pair of common items--including randed products--is the correct si!e (pp. )P C )O+ color*.

/"his :nd p/ -- Identify the )P items from close-up photos of arrows on them (color+ p.*.

@ecemer ), )N(P*, Issue )'

/Lost in "ranslation/ -- Identify eleven movies ased on titles that were translated from:nglish to another language and ack to :nglish (p. N*.


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Most (all recent* Issues'

/Find the Fake 4d/ -- Identify the one fake ad in each issue. (seful for discussion ofwhat makes a good--or not-so-good--ad.*

Danie" +aer, +e""ar!ine Co""e(eMar' Mitche"", University of Soth Caro"ina S2artan/r(

THE GUIDE TO DIVIDEND REINVESTMENTPROGRAMS AND DIRECT STOCK

PURCHASE PROGRAMS .

Introduction

"he connection of etween a firm


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Pro0ect ,escription

:ach student will conduct research on a local firm that offers a @AI8and%or a @irect-&tock 8urchase 8rogram and prepare a written summary ofthe firm


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fees, optional cash purchase minimums, discounted share prices.. @ivide company list among students in class for data collectionand analysis.

. 2ompile completed work into 6"he 3uide to @ividend Aeinvest-ment 8rograms and @irect-&tock 8urchase 8rograms (in yourarea*.7

9. @istriute completed guide to students, the campus community,and the operating region.

,esired Outcomes o Pro0ect

5y completed this pro$ect, a student


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grams well enough that I was ale to use it to prepare allmy lecture presentations for two of my courses.8rofessor 5' 3reat.8rof. 4' Dow I can keep my students# interest y using something

more akin to what they#re used to from "E, rather than $ustresorting to overhead transparencies or the chalkoard.

8rof. 5' Jup.8rof. 4' 4nd I#ve even gone eyond--I hand out copies of the slides

I use so students can take notes right on them . . . this helpsthe students not only take notes, ut do so with somesemlance of organi!ation.

8rof. 5' 3ood.8rof. 4' My only concern is, am I exacerating the /"Eprolem/--am I making the students even more passiverecipients rather than active learners1 How do I use fancypresentation programs and yet help the students to thinkaout the information I present1

8rof. 5' "ry what I do--do $ust a little less in your slide handouts.In the handouts I give them, I insert lanks in place of someof the terms or other information in my presentation. "hatway, students have to pay attention and think aout whatthey#re hearing and seeing so they can complete the notes

I#ve provided.8rof. 4' 0ell . . .8rof. 5' 5y omitting key words or information, students have to do

more active processing, which actually serves to emphasi!ethose points. 4nd, you can use this technique with classesof any si!e.

8rof. 4' Hey, that#s not ad.8rof. 5' 4lso, if you do this in notes on your we page, it not only

saves you duplication costs, it also reinforces for studentsthe notion that they need to prepare for class.

8rof. 4' 0owR Less really can e more . . .

&tudents do like presentations with /ells and whistles/+ that#s whatthey#re used to from the mass media. 4nd student reactions to lecturenotes eing handed out at the eginning of each class, as a sort of serialstudy guide, have een uniformly positive. 4ltering such study guides to


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include /fill-in-the-lanks/ has not detracted from students# evaluations+indeed, they appreciate eing made aware of when they have missed infor-mation from the presentation, and the /thrill of the hunt/ actually seems toadd to their experience.

4dding /si!!le/ to presentations can make them more appeti!ing, utnot necessarily more nourishing. &tudents need to e involved to learn.5enefiting from the /steak/ involves eating and digesting it, not $ust eingexposed to its si!!le. Fill-in-the-lank serial study guides are othappeti!ing and nourishing to students.

ona"d $. +shUniversity of West $"orida

TIPS ON BEING AN EFFECTIVE AS 'ELL ASAN EFFICIENT TEACHER

Do matter whether we teach at a research or teaching oriented univer-sity, today we must e effective. :ffectiveness means we are expected toachieve some standard of teaching performance at our university. "heteaching standard will vary from school to school, as will the measurementapproach. "o determine standards and measurement approaches, talk to

your chairperson as well as other faculty. 4lso examine teaching evalua-tions. 5eyond this, here are some tips on eing effective'

). Eiew students as customers+ they areR. 4lways, always, always e prepared for class.. @eliver more than expected.. Gnow all students< names within weeks.9. &elect materials that are student oriented+ don


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It is not enough to e effective. Jou must e efficient so that you wille ale to properly address research and service. Following are tips oneing an efficient teacher'

). @on


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