For the complete teaching note, please contact Dr. Brightman at 770-826-3838 or harveybrightman@gmail.com.

Beyond Charisma: Improving Teaching in Executive MBA Programs
What makes for an effective EMBA teacher? Is it merely command presence, charisma, business experience, and the ability to teach and relate to manager and executives? All these are important. But the teaching and learning literature tells us there are perhaps five other critical factors. These include organization and presentation clarity, stimulation of interest and relevance of subject, and effective in-class discussion.  This teaching note presents these five factors and how to achieve them in the classroom.

Teaching Students with Different Learning Styles
In this teaching note we discuss (1) the four dimensions underlying the Myers-Briggs Type Indicator (MBTI), and (2) several teaching approaches that will appeal to different MBTI profiles. The MBTI provides data on four sets of preferences. These preferences result in 16 learning styles, or types. A type is the combination of the four preferences. The most common MBTI type for business undergraduates is the ESTJ, the Extraverted-Sensing-Thinking-Judger.

The Meaningful-Integrated Learning Level
Teachers rarely desire that students memorize material. At best, the material is soon forgotten (at least 50% of the content within ten weeks). Many teachers desire students to think critically. That is, the ability to "go beyond what they know without falling apart emotionally." Teachers rarely discuss and may not even know of an intermediate learning level - the meaningful and integrated learning level (M-I). This lesser-known level is the gateway to achieving critical thinking.  In this note we discuss this important learning level and how to write presentation objective at this level.  We also present an argumentation model that will help students to critically think.

Implementing Comprehensive Teacher Training in Business Doctoral Programs
The advent of digital course offerings, the use of social media, the integration of the Kahn Academy into curricula, the use of smart phones and tablets, and MOOCs (massive on-line courses) place greater emphasis than ever on effective teaching.  While business schools fund faculty development in teaching, too few doctoral programs offer systematic teacher training.  We discuss the lack of, and the need for, comprehensive teacher training programs. We present the Robinson College of Business model and offer recommendations on how to get started.  It’s time for Ph.D. programs to certify that their students are capable of teaching upon graduation.