ELI Global virtual
發(fā)布時(shí)間：2022.09.08來(lái)源：
ELI Global virtual: Experiential Learning Teaching Method Program
體驗(yàn)式學(xué)習(xí)教學(xué)法課程
July 17th – August 5th, 2022
A program co-taught by faculties
from Harvard University, Stanford University, Yale University, West Point (United States Military Academy) and Babson College
本課程由哈佛大學(xué)、斯坦福大學(xué)、耶魯大學(xué)、西點(diǎn)軍校(美國(guó)陸軍學(xué)院)和百森商學(xué)院的教授聯(lián)合教學(xué)
OVERVIEW
課程簡(jiǎn)介
The best teachers are leaders, and the best leaders are teachers. Teachers and leaders can lift people and let people
down. Unfortunately, as teachers, we often focus on our inadequacies and missteps rather than on our strengths and
unique talents. The program’s goal is to create a unique teaching atmosphere that focuses on experiential learning
that reflects on their engagement in cases and exercises as a way to learn. The program will analyze the process of
creating a curriculum, preparing for a session or class, managing the time before class begins, and evaluating the
nature of the teaching experience after the session concludes. Along the way, we will connect specific classroom
behaviors with leadership issues—in organizations, in teams, and personal relationships. For example, what happens
on multiple levels when we teach or lead ourselves or students? What are we thinking and feeling as we process what
students are thinking and feeling? How are our internal thoughts affecting how we teach and lead? How do we
manage our biases, including having “favorite” students? To what extent can we use teaching methods in the arena
of management?
最好的教師是領(lǐng)導(dǎo)者，最好的領(lǐng)導(dǎo)者是教師。教師和領(lǐng)導(dǎo)者可以鼓舞人心，也可以讓人失望。遺憾的是，作
為教師，我們往往更關(guān)注自己的不足和失誤，而不是自己的長(zhǎng)處和獨(dú)特的天賦。本課程旨在創(chuàng)造一種獨(dú)特的
教學(xué)氛圍，核心是體驗(yàn)式學(xué)習(xí)，學(xué)員通過(guò)參與案例討論和練習(xí)活動(dòng)進(jìn)行學(xué)習(xí)。課程將分析如何進(jìn)行課程設(shè)置、
課程準(zhǔn)備、課前時(shí)間管理、以及如何在課程結(jié)束后評(píng)估教學(xué)體驗(yàn)等。在此過(guò)程中，我們將把具體的課堂行為
與在組織中、在團(tuán)隊(duì)中、在個(gè)人關(guān)系中的領(lǐng)導(dǎo)力問(wèn)題相聯(lián)系。例如，當(dāng)我們教育或領(lǐng)導(dǎo)自己或?qū)W生時(shí)，在不
同層級(jí)會(huì)發(fā)生什么？當(dāng)我們理解學(xué)生的想法和感受時(shí)，我們?cè)谙胧裁春透惺苁裁?？我們的?nèi)在思想是如何影
響我們教學(xué)和領(lǐng)導(dǎo)方法的？我們?nèi)绾翁幚砦覀兊钠?jiàn)，包括擁有“最喜歡的”學(xué)生？在管理領(lǐng)域，我們能在多
大程度上運(yùn)用教學(xué)方法？
Empathy and authenticity matter. When teachers embrace this mindset, students have the opportunity to have a
unique learning experience. Teachers will learn how to create moments of transformation for students.
同理心和真誠(chéng)很重要。當(dāng)教師擁有這種心態(tài)時(shí)，學(xué)生就有機(jī)會(huì)擁有獨(dú)特的學(xué)習(xí)經(jīng)歷。教師們將學(xué)習(xí)到如何為
學(xué)生創(chuàng)造自我轉(zhuǎn)變的時(shí)機(jī)。
Most faculty are trained as experts in their field of research but were never trained how to teach. The world is in need
of master teachers who are not only experts in their field, but experts in teaching and inspiring their students so that
they reach their full potential. The need for expert university teachers has become even more important during the
current crisis caused by the coronavirus pandemic. Faculty members have to engage with their students in new ways
including online teaching. The purpose of this program is to train you to be a master teacher during the current crisis
and beyond. Becoming a master teacher in this dynamic environment requires learning how to be an “entrepreneurial
professor”. Many view entrepreneurship as an approach to starting a new business, but it is much more than that.
Entrepreneurship is a way of thinking and acting when confronted with problems and challenges. This program will
help you to understand how you can be an entrepreneurial professor and, in turn, help your students to be successful
entrepreneurs as well. Utilizing ideas and methods from leading universities on entrepreneurship as well as theories
from cognitive psychology and sociology, this program will teach participants how to lead as an entrepreneurial professor individually and in the classroom. Each session will provide background theoretical context as well as specific
activities and exercises that can be applied to help participants become leaders in the classroom.
大多數(shù)教師都是自己研究領(lǐng)域或相關(guān)領(lǐng)域的專(zhuān)家，但從未接受過(guò)相關(guān)教學(xué)方面的專(zhuān)業(yè)訓(xùn)練。當(dāng)今的世界需要
更多模范教師。他們不僅是自己研究領(lǐng)域的權(quán)威專(zhuān)家，更加是精于激勵(lì)和教育學(xué)生，以充分發(fā)揮學(xué)生潛力的
專(zhuān)家。當(dāng)前嚴(yán)峻的新冠疫情形勢(shì)下，教師們不得不采用線(xiàn)上授課等其他教學(xué)方式與學(xué)生互動(dòng)，因此當(dāng)務(wù)之急
是提高大學(xué)教師們的專(zhuān)業(yè)教學(xué)水平。本課程旨在為疫情危機(jī)時(shí)期及之后培養(yǎng)優(yōu)秀的模范教師。想要在當(dāng)前這
個(gè)復(fù)雜多變的環(huán)境中成為模范教師，就必須成為“具有創(chuàng)業(yè)者心態(tài)的教師”。許多人認(rèn)為創(chuàng)業(yè)學(xué)就是學(xué)習(xí)如何
開(kāi)一家新公司，但事情遠(yuǎn)不止如此簡(jiǎn)單。創(chuàng)業(yè)學(xué)培養(yǎng)的是一種面對(duì)問(wèn)題和挑戰(zhàn)時(shí)的思維方式和行動(dòng)方法。本
課程將幫助學(xué)員理解怎樣可以成為一名具有創(chuàng)業(yè)者心態(tài)的教師，進(jìn)而助力其學(xué)生成為成功的創(chuàng)業(yè)者。此次課
程將利用世界頂尖大學(xué)有關(guān)創(chuàng)業(yè)學(xué)的理念和方法，以及認(rèn)知心理學(xué)和社會(huì)學(xué)理論，教授學(xué)員如何在平時(shí)生活
中和工作的教室中的成為一名具有創(chuàng)業(yè)者心態(tài)的教師。每節(jié)課都將教授背景理論知識(shí)，提供具體的活動(dòng)和練
習(xí)，幫助學(xué)員成為課堂上的領(lǐng)導(dǎo)者。
EXPERIENTIAL LEARNING TEACHING METHOD PROGRAM draws upon the strengths and legacies of such programs as
the Harvard PCMPCL and Babson ELI Asia faculty development program. Giving participants essential insights into the
US campus experience, this program will be co-taught by faculties from Harvard University, Stanford University, Yale
University, West Point (United States Military Academy), and Babson College. Participants in this program will learn
from the best of the best when it comes to pedagogy.
體驗(yàn)式學(xué)習(xí)教學(xué)法課程融合了哈佛大學(xué) PCMPCL 和百森商學(xué)院 ELI Asia 師資培訓(xùn)課程之長(zhǎng)，將由哈佛大學(xué)、
斯坦福大學(xué)、耶魯大學(xué)、西點(diǎn)軍校（美國(guó)陸軍學(xué)院）和百森商學(xué)院的教授共同授課，學(xué)員可以充分體驗(yàn)美國(guó)
校園氛圍并從頂尖專(zhuān)家身上學(xué)習(xí)教學(xué)法的經(jīng)驗(yàn)。
A successful teaching method cannot be separated from its students. The Harvard Case Method works because highly
motivated MBA students prepare three cases a day. And the Babson experiential teaching method works because all
students are involved in an action based entrepreneurship curriculum that emphasizes doing as a way to learning.
成功的教學(xué)方法離不開(kāi)其學(xué)生。哈佛案例教學(xué)法之所以奏效，是因?yàn)?MBA 學(xué)生每天積極主動(dòng)預(yù)習(xí)三個(gè)案例。
百森商學(xué)院的體驗(yàn)式教學(xué)法之所以奏效，是因?yàn)槿繉W(xué)生都參與了以行動(dòng)為基礎(chǔ)的創(chuàng)業(yè)課程，該課程強(qiáng)調(diào)將
實(shí)踐作為一種學(xué)習(xí)方式。
PROGRAM AUDIENCE - Who Should Attend this Program?
課程受眾——誰(shuí)應(yīng)該參加此次培訓(xùn)課程？
This program is about BECOMING MASTER TEACHERS who are capable of adapting their pedagogy to their students.
A master teacher has capabilitiesin both participant centered teaching and experiential teaching. This is not a program
about teaching entrepreneurship, but about the pedagogy applied in teaching entrepreneurship, which is defined as
an experiential learning method. This method is relevant to the Case Method, which is a method of participant
centered learning. This program is also about how to be an entrepreneurial faculty member. Faculty from Schools of
Management, Engineering, Life Science, and Entrepreneurship will benefit from this program, but so will faculty from
any discipline who would like to become master teachers in their field and empower their students by giving them
skills in entrepreneurial problem-solving. In addition, this program will also support the following faculty:
本課程是關(guān)于成為模范教師，讓學(xué)員有能力調(diào)整自己的教學(xué)方法以適應(yīng)學(xué)生。模范教師應(yīng)既能進(jìn)行以學(xué)生為
中心的教學(xué)，又能進(jìn)行體驗(yàn)式的教學(xué)。本課程并非創(chuàng)業(yè)教育課程，而是關(guān)于創(chuàng)業(yè)教育中所使用的教學(xué)法，即
體驗(yàn)式學(xué)習(xí)教學(xué)法。此教學(xué)法與以學(xué)生為中心的教學(xué)法——案例教學(xué)法相關(guān)。本課程還旨在幫助學(xué)員成為一
名具有創(chuàng)業(yè)者心態(tài)的教育工作者。來(lái)自管理學(xué)院、工程學(xué)院、生命科學(xué)院和創(chuàng)業(yè)學(xué)院的教師無(wú)疑能夠從本課
程中受益，但其實(shí)任何學(xué)科的教師都會(huì)有所收獲，只要他們希望在自己的領(lǐng)域成為模范教師，希望通過(guò)培養(yǎng)
學(xué)生解決問(wèn)題的能力使其成長(zhǎng)。此外，本課程也歡迎以下教師參加：
• Faculty who wish to learn to develop online curriculum and online teaching skills
• 希望學(xué)習(xí)遠(yuǎn)程課程開(kāi)發(fā)和遠(yuǎn)程教學(xué)方法的教師•
Faculty who wish to become great facilitators of learning; not just transferring knowledge
•
希望成為激勵(lì)學(xué)生學(xué)習(xí)的促進(jìn)者，而不僅僅是傳遞知識(shí)的教師
•
Faculty who want to develop themselves as current and future leaders in academia
•
希望自己成長(zhǎng)為學(xué)科帶頭人的教師
It is a program that is specially designed to benefit faculties at all levels. This program intends to place faculty careers
on a new trajectory. The program will support faculty who have a deep hunger to go from being a GOOD teacher to a
GREAT teacher and more importantly to a facilitator of learning! In addition, it is ideal for those who wish to cut across
disciplines and be more well-rounded and integrative in their teaching and academic career.
本課程適用于各個(gè)層次的教師培訓(xùn)。其目的是為參訓(xùn)教師的職業(yè)生涯開(kāi)辟新道路。本課程將幫助那些渴望從
一個(gè)好老師成長(zhǎng)為一位模范教師，更重要的是成為學(xué)生學(xué)習(xí)的促進(jìn)者的教師！本課程也是那些希望跨學(xué)科發(fā)
展的教師的理想之選，同樣適合那些希望教學(xué)和學(xué)術(shù)全面發(fā)展的教師。
LEARNING OBJECTIVES
學(xué)習(xí)目標(biāo)
The learning objective of this program is to explore your teaching style and pedagogy through observing the teaching
practices at Harvard University, Stanford University, Yale University, West Point, and Babson College. The objectives
include:
本課程的目標(biāo)是通過(guò)對(duì)哈佛大學(xué)、斯坦福大學(xué)、耶魯大學(xué)、西點(diǎn)軍校和百森商學(xué)院教學(xué)實(shí)踐的觀摩，探索發(fā)
展自己的教學(xué)風(fēng)格和教學(xué)方法。目標(biāo)包括：
•
The scope of management education
•
管理教育的范疇
•
Participant Centered Learning
•
以學(xué)員為中心的教學(xué)法
•
Learning and Teaching
•
學(xué)習(xí)與教學(xué)
•
Case Teaching
•
如何教案例
•
Case Writing
•
如何寫(xiě)案例
•
Understand and integrate an entrepreneurial mindset that focuses on taking action as a way of learning as a
method for teaching students from all disciplines
•
理解“創(chuàng)業(yè)者心態(tài)”是指通過(guò)行動(dòng)來(lái)進(jìn)行學(xué)習(xí)的思維方式，是一種可以應(yīng)用于所有學(xué)科的教學(xué)法
•
Apply entrepreneurship to the role of a university faculty member to become an entrepreneurial professor
•
將創(chuàng)業(yè)精神融入大學(xué)教師的工作，讓自己成為具有創(chuàng)業(yè)者心態(tài)的教師
•
Encourage professors to translate the theoretical into practice-based learning
•
鼓勵(lì)教師將理論教學(xué)轉(zhuǎn)化為實(shí)踐教學(xué)
PROGRAM CONTENT - What topics will be covered in the program?
課程內(nèi)容——課程涵蓋哪些主題？
•
Harvard Case Method
•
哈佛案例教學(xué)法
•
Learning and Teaching – Why Children Fall
•
學(xué)習(xí)與教學(xué)——孩子為何跌倒
•
The essence of participant-centered learning
•
以學(xué)生為中心的教學(xué)法的精髓
•
Developing a Session Plan•
如何準(zhǔn)備教學(xué)計(jì)劃
•
Designing a Course
•
如何設(shè)計(jì)課程
•
Using a case to introduce a conceptual framework
•
如何用案例介紹概念框架
•
Questioning, Listening and Feedback
•
提問(wèn)、傾聽(tīng)和反饋
•
Case Teaching: Preparation and Execution
•
案例教學(xué)：準(zhǔn)備與執(zhí)行
•
Course Development Process and Case Research
•
課程開(kāi)發(fā)過(guò)程與案例研究
•
Development of Case from a newspaper article
•
根據(jù)報(bào)紙文章撰寫(xiě)案例
•
Experiential learning teaching method
•
體驗(yàn)式學(xué)習(xí)教學(xué)法
•
Learn to use the idea of an entrepreneurial mindset that focuses on experiential based learning to become
a better teacher during and after the coronavirus pandemic
•
學(xué)習(xí)運(yùn)用具有“創(chuàng)業(yè)者心態(tài)”的教學(xué)理念，即體驗(yàn)式學(xué)習(xí)教學(xué)法，在新冠疫情期間和后疫情時(shí)期成
為一名更擅長(zhǎng)教學(xué)的教師
•
Learn how you as a faculty can become a better Entrepreneurial Leader?
•
學(xué)習(xí)教師自身如何成為一名具有創(chuàng)業(yè)者心態(tài)的領(lǐng)導(dǎo)者
•
Resonant Leadership: Rethinking Effective Leadership During the Coronavirus Pandemic
•
和諧領(lǐng)導(dǎo)力：重新思考新冠疫情期間的有效領(lǐng)導(dǎo)力
•
How to teach an action-based curriculum with online tools and techniques?
•
如何使用在線(xiàn)工具和技術(shù)，開(kāi)展基于行動(dòng)的課程教學(xué)活動(dòng)
We live in an unprecedented time given the pace of change all around us as seen in the dependence among financial
markets, the explosive power and influence of technology, the struggles within the geopolitical context, and the now
persistent feeling that our world is becoming even more volatile, uncertain, complex, and ambiguous. More than ever
organizations need a different type of leader. Indeed, tolerance for and effectiveness of traditional approaches to
leadership (e.g., compliance and transaction-oriented styles) is rapidly waning. Students and organizations are looking
to business and other university faculty to both demonstrate the type of leadership needed and do a better job
teaching it in their classrooms.
我們生活在一個(gè)變化空前的時(shí)代，金融市場(chǎng)之間互相依賴(lài)，科技力量影響巨大，地緣政治紛爭(zhēng)迭起。人們愈
發(fā)感受到世界的不穩(wěn)定性、不確定性、復(fù)雜性、和模糊性。因此急需一批有別于傳統(tǒng)風(fēng)格的領(lǐng)導(dǎo)者。事實(shí)上，
社會(huì)對(duì)傳統(tǒng)領(lǐng)導(dǎo)方式（例如服從和交易型領(lǐng)導(dǎo)）的容忍度正在迅速下降，其有效性也值得商榷。學(xué)生和企業(yè)
機(jī)構(gòu)都希望商學(xué)院及其他大學(xué)教師既能展現(xiàn)出社會(huì)所需的領(lǐng)導(dǎo)力，又能在課堂上使用更好的教學(xué)法教授相關(guān)
知識(shí)。
Sessions will also focus on you as a faculty leader and understanding the power of resonant leadership and the need
for faculty to create resonance by consistently demonstrating emotional and social competencies. In particular, we
will focus on the impact of when leaders become highly self-aware of themselves and aware of how other experience
their leadership. Next, we will broaden the focus from the leader skillset to the faculty-as-leader’s responsibility to
develop themselves and others in sustainable ways. In all of these sessions, faculty will pause at the end and share
why he taught the session the way he did so faculty can see the pedagogical techniques he is using to teach leadership.
課程也將重點(diǎn)培養(yǎng)學(xué)員成為一名課堂領(lǐng)導(dǎo)者，讓教師理解和諧領(lǐng)導(dǎo)力的力量，以及教師通過(guò)不斷展現(xiàn)情感和
社交能力來(lái)創(chuàng)造共鳴的必要性。我們特別關(guān)注當(dāng)領(lǐng)導(dǎo)者具備高度自我意識(shí)，并認(rèn)識(shí)到其他人如何感受他們的
領(lǐng)導(dǎo)力時(shí)，會(huì)產(chǎn)生怎樣的影響。接下來(lái)，我們將把重點(diǎn)從領(lǐng)導(dǎo)技能轉(zhuǎn)移到教師作為領(lǐng)導(dǎo)者如何以可持續(xù)的方式提升自己和培養(yǎng)他人。所有的課程教授都會(huì)在課程結(jié)束時(shí)分享他為什么要以這種方式教授課程，以便讓學(xué)
員了解他在教授領(lǐng)導(dǎo)力時(shí)所使用的教學(xué)技巧。
Post-Covid, enterprises, governments, and especially universities have to innovate at an unprecedented pace. We are
already seeing significant changes in students’ behaviors and employers’ expectations of their skills. Hence, innovation
content is proliferating into the curricula across different disciplines and departments. However, innovation is often
not well understood and innovation cannot function well without entrepreneurial leadership. Entrepreneurial
leadership is different from other forms of leadership. It has more in common with transformational, situational, and
crisis leadership. Babson develops entrepreneurial leaders who drive innovation in a variety of contexts – startups,
scale-ups, large enterprises, family businesses, non-profits, and governments. We will share with you the content and
teaching methods of one of Babson’s most popular graduate-level courses in entrepreneurial leadership and
innovation: Leading Innovation @ Gorillas, Chimps & Monkeys. This same material is also used extensively in Babson’s
customized and open executive programs.
后疫情時(shí)期，企業(yè)、政府，特別是大學(xué)必須以前所未有的速度進(jìn)行創(chuàng)新。學(xué)生的所作所為和雇主對(duì)其技能的
期望都已發(fā)生了重大變化。因此，不同學(xué)科和院系的課程中都應(yīng)加入有關(guān)創(chuàng)新的教學(xué)內(nèi)容。然而，創(chuàng)新通常
不被人們所理解，沒(méi)有具有創(chuàng)業(yè)者心態(tài)的領(lǐng)導(dǎo)者，創(chuàng)新是不可能成功的。創(chuàng)新領(lǐng)導(dǎo)力與其他形式的領(lǐng)導(dǎo)力不
同，它與變革領(lǐng)導(dǎo)力、情境領(lǐng)導(dǎo)力和危機(jī)領(lǐng)導(dǎo)力有許多共同之處。百森商學(xué)院致力于培養(yǎng)具有創(chuàng)業(yè)者心態(tài)的
領(lǐng)導(dǎo)者，正是這些領(lǐng)導(dǎo)者可以在初創(chuàng)企業(yè)、規(guī)?；髽I(yè)、大型企業(yè)、家族企業(yè)、非營(yíng)利組織和政府機(jī)關(guān)等各
種背景下推動(dòng)創(chuàng)新。我們將分享百森商學(xué)院最受歡迎的研究生課程之一，有關(guān)創(chuàng)新領(lǐng)導(dǎo)力和創(chuàng)新的內(nèi)容及教
學(xué)方法：領(lǐng)導(dǎo)創(chuàng)新@大猩猩、黑猩猩和小猴子。此教學(xué)材料也被廣泛用于百森商學(xué)院企業(yè)內(nèi)訓(xùn)項(xiàng)目和企業(yè)高
管公開(kāi)課中。
In the traditional format, master teachers deliver high-quality instruction in a “face-to-face” (F2F) setting with their
students in a classroom. Based on pedagogy research, we know that action-based learning yields the best outcomes
for the student. Master teachers understand the value of inspiring students with big questions to evoke curiosity,
hands-on exercises, and opportunities to experiment and reflect on their experiences as different ways to implement
an action-based curriculum. The program will highlight these best practices drawn from academic research and allow
participants to connect them to their teaching styles.
傳統(tǒng)教學(xué)形式中，模范教師和學(xué)生們?cè)诮淌依?ldquo;面對(duì)面”（F2F）的時(shí)候，可以進(jìn)行高質(zhì)量授課。根據(jù)教學(xué)法
研究可知，學(xué)生通過(guò)行動(dòng)來(lái)學(xué)習(xí)的效果最佳。模范教師充分理解以行動(dòng)為主的課程設(shè)計(jì)的重要性，會(huì)用問(wèn)題
來(lái)激發(fā)學(xué)生的好奇心，采用動(dòng)手練習(xí)，進(jìn)行實(shí)驗(yàn)和回顧反思等不同方法進(jìn)行教學(xué)。本課程將著重講解這些來(lái)
自學(xué)術(shù)研究的最佳教學(xué)實(shí)踐方法，使學(xué)員得以將這些科研成果與他們自己的教學(xué)風(fēng)格結(jié)合起來(lái)。
In the “new normal”, however, master teachers will also need to transform their teaching into a virtual format. Since
many of the pedagogical principles used in F2F settings still apply online, master teachers can excel online. However,
these principles do not always transfer 1 to 1 between F2F and online. The program will provide participants with
practical techniques and examples for how to switch between teaching modalities and combine pedagogy with
technology. This allows master teachers to become more flexible and versatile and prepared to teach in any format,
now and in the future.
然而，在“新常態(tài)”下，模范教師也需要轉(zhuǎn)入遠(yuǎn)程教學(xué)。由于 F2F 課程中使用的許多教學(xué)原則仍然適用于
遠(yuǎn)程教學(xué)，這些模范教師仍可以在遠(yuǎn)程教學(xué)中脫穎而出。然而，線(xiàn)下教學(xué)原則并非每一條都適用于遠(yuǎn)程教
學(xué)。本課程將為學(xué)員提供實(shí)用的教學(xué)技巧和案例，讓他們了解如何在教學(xué)模式之間轉(zhuǎn)換，以及如何將教學(xué)
法與科技相結(jié)合。這些都將幫助學(xué)員更加懂得變通，變得多才多藝，不論是現(xiàn)在還是將來(lái)，不論是何種形
式的教學(xué)都能有所準(zhǔn)備。
In addition to the above content topic, the program will also cover the following teaching process topics –
除以上內(nèi)容主題外，本課程還將涵蓋以下有關(guān)教學(xué)過(guò)程的主題——
•
Becoming an entrepreneurial teacher
•
如何成為具有創(chuàng)業(yè)者心態(tài)的教師
•
Teaching with cases•
如何運(yùn)用案例進(jìn)行教學(xué)
•
Using experiential exercises/games in the classroom
•
如何在課堂上使用體驗(yàn)式練習(xí)/游戲
•
Developing an entrepreneurial mindset among students
•
如何培養(yǎng)學(xué)生獲取創(chuàng)業(yè)者心態(tài)
•
Building a classroom culture
•
如何構(gòu)建課堂文化
•
Cultivating your teaching style
•
如何形成自身教學(xué)風(fēng)格
•
Classroom observation
•
如何進(jìn)行課堂觀察
•
Reflective practice
•
如何進(jìn)行課程反思
•
Curriculum development and design
•
如何開(kāi)發(fā)與設(shè)計(jì)教學(xué)大綱
•
Technology in the classroom
•
如何在教學(xué)中的應(yīng)用科技
PROGRAM STRUCTURE - How is the program delivered?
課程結(jié)構(gòu)——課程將如何展開(kāi)？
The program will be delivered via Zoom. It is a three-week intensive program. It requires participant commitment
every Monday to Friday with breaks during the weekend.
本課程是為期三周的強(qiáng)化課程，將通過(guò) Zoom 進(jìn)行授課。學(xué)員周一至周五上課，周末休息。
The program structure consists of classroom learning, experiential exercises, case-based discussions, interactive
lectures, group work, and peer-based learning.
課程環(huán)節(jié)包括課堂學(xué)習(xí)、體驗(yàn)式練習(xí)、案例討論、互動(dòng)講座、小組活動(dòng)和同伴學(xué)習(xí)。
All sessions are conducted in English.
所有課程均為英語(yǔ)授課。
PROGRAM ADMISSION – What are the requirements to attend the program?
課程錄取條件——參加課程的條件是什么？
Professional achievement and institutional responsibility are the main criteria for admission. Invited schools are
encouraged to nominate participants to the program. All participants are required to be full-time faculty members of
the school.
錄取的主要考量是學(xué)員的職業(yè)成就和工作職責(zé)。受邀學(xué)?？梢蕴崦麉⑴c培訓(xùn)課程的人選。所有學(xué)員必須是該
校的全職教師。
Since the program is delivered live (synchronously) online, all participants should have access to a stable wi-fi/internet
connection required for the Zoom communications platform. For the best learning experience, participants should
also have basic proficiency in online tools.
由于該課程是以直播課的形式線(xiàn)上進(jìn)行，所有學(xué)員都必須有穩(wěn)定的 wi-fi 或因特網(wǎng)能夠接入 Zoom 通信平臺(tái)。
為得到最好的學(xué)習(xí)體驗(yàn)，學(xué)員應(yīng)能夠基本熟練操作在線(xiàn)工具。
For questions about the program, please contact:
更多課程詳情，請(qǐng)聯(lián)系：
Emma Zhang | Tel: +86 010-65973884 | Cell phone: +86 15011379801 | Email: yzhang@innoed.com
PROGRAM FACULTY BIO
Paul W. Marshall
Professor of Management Practice, Harvard Business School
Professor of Management, Paul W. Marshall, is affiliated with the Entrepreneurial
Management Unit and teaches The Entrepreneurial Manager in the Turnaround
Environment. This Elective Curriculum course focuses on the role of managers trying to
execute an Operational Turnaround in a company in distress. He also teaches in The Global
Colloquium on Participant Centered Learning (GCPCL). This Executive Education program is
attended by Professors from Business Schools in Asia, Europe and Latin America and focuses
on how to teach using the case method and how to develop materials for case based courses. Previously he has been
the Course Head for the Required Curriculum course entitled The Entrepreneurial Manager, and also taught the
course entitled Running and Growing the Small Company in the Elective Curriculum of the MBA program and the
Finance Course in the Required Curriculum.
In 2011 he received the Charles M. Williams Award for teaching excellence. The MBA class of 2011 selected
Professor Marshall to receive their Outstanding Professor Award. In 2008 he was named an Honorary Professor by
Xiamen University in Xiamen, China. He also received the Outstanding Professor Award from the MBA Class of 1999
and the MBA class of 1998.
Professor Marshall has been a member of the Harvard Business School faculty on two prior occasions. During his first
appointment, he served as course head for the Production and Operations Management course in the Required
Curriculum. He also taught and developed material in Managerial Economics, Decision Analysis, Manufacturing Policy,
and Project Management. Subsequently, with a part-time appointment as Adjunct Professor, he taught the Required
Curriculum course, Management Policy and Practice.His most recent job before returning to Harvard was Chairman and CEO of Rochester Shoe Tree Company, Inc. He
managed this company during a four-year turnaround and implemented a major reorganization and cost reduction
program that improved profitability in the face of declining sales. In 1977 he was a cofounder of Putnam, Hayes and
Bartlett, a Management Consulting firm. As a principal of this firm, he directed studies to analyze the competitive
dynamics within the International Steel Industry and the International Iron Ore Industry. He Co-authored 'Economics
of International Steel Trade: Policy Implications for the United States' and was one of the American representatives
to OECD conference on Future of the World Steel Industry. He also founded Marshall Bartlett Incorporated and while
serving as a principal of this firm he conducted strategic reviews for companies with interests in the Health Care
Industry, the Food Packaging Industry, and the Steel Production and Distribution Industry.
Thomas J. DeLong
Baker Foundation Professor of Management Practice, Harvard Business School
Thomas J. DeLong is a Baker Foundation Professor of Management Practice and the former
Philip J. Stomberg Professor of Management Practice in the Organizational Behavior
Department at the Harvard Business School. He is an expert in leader development,
organizational and career transformation.
His most recent book, “Flying Without a Net”, was recognized by the editors of Amazon
Publishing as one of the top ten books written on leadership this century. A number of his
cases have been taught around the world in universities and organizations. His most notable cases are: Rob Parson at
Morgan Stanley, Erik Peterson at Biometra, C&S Wholesale Grocers and the 1977 Alumni Profiles.
Before joining the Harvard Business School Faculty, DeLong was Chief Development Officer and Managing Director of
Morgan Stanley Group, Inc, where he was responsible for the firm’s human capital and focused on issues of
organizational strategy and organizational change. At Harvard, Professor DeLong teaches MBA and executive courses
focused on leadership, organizational behavior, managing human capital, and career management. DeLong has served
as course head for the required course on Leadership and Organizational Behavior. He has designed MBA courses
focusing on managing human capital in high performance organizations and leading professional service firms. DeLong
is currently advising on the development of a course on interpersonal effectiveness for the first year MBAs.
DeLong co-authored two books focused on leadership and professional service firms, When Professionals Have to
Lead: A New Model for High Performance (Harvard Business School Press, 2007) and Professional Services: Cases and
Texts (McGraw-Hill/Irwin, 2003). DeLong has coauthored two Harvard Business Review articles, “Let’s Hear It for B
Players” and “Why Mentoring Matters in a Hypercompetitive World.” His forthcoming book, “Teaching By Heart”,
focuses on the relationship between leadership and teaching as well as highlights his insights into teaching as craft
and art after 45 years in the classroom.
Willis M. Emmons
Senior Lecturer of Business Administration, Harvard Business School
Director, C. Roland Christensen Center for Teaching and Learning
WILLIAM (WILLIS) EMMONS is Senior Lecturer and Director of the C. Roland Christensen
Center for Teaching and Learning at Harvard Business School, a position he has held since
2004. As Director of the Christensen Center, Emmons oversees programs to promote and
support teaching excellence and innovation within Harvard Business School and to provide
leadership and expertise about case method teaching and participant-centered learning for
instructors at other institutions in the United States and abroad.
From 1999-2004, Emmons was Associate Professor at Georgetown University's McDonough School of Business in the
area of Strategy, Economics, Ethics and Policy, where he received the Graduate Teaching Award (2003). At
Georgetown he taught courses on strategic management and international business. Emmons was a member of the
Harvard Business School faculty from 1989-1999 where, as part of the Business, Government, and the International
Economy (BGIE) unit, he taught courses in the M.B.A. and executive education programs. He also has taught extensively in corporate executive development programs and has consulted to corporations and governments on
domestic and international issues relating to business strategy and government policy.
Emmons received the A.B. cum laude in Government (Phi Beta Kappa), the M.B.A. with high distinction (Baker Scholar),
and the Ph.D. in Business Economics, all from Harvard University. His book, The Evolving Bargain: Strategic Implications
of Deregulation and Privatization. (Boston: Harvard Business School Press, 2000), winner of the 2001 Alpha Sigma Nu
Book Award, is based on extensive international research and offers a practical framework for understanding the
challenges and potential rewards for established and new ventures in the face of domestic and international market
liberalization. Emmons has published articles in a number of scholarly journals, including The RAND Journal of
Economics, The Review of Economics and Statistics, and The Journal of Economic History. He is also the author of over
thirty Harvard Business School case studies and conceptual notes in the field of business, government, and
competition.
James N. Baron
William S. Beinecke Professor of Management, Yale University
Ph.D., University of California, Santa Barbara
MS, University of Wisconsin
BA, Reed College
Professor Baron’s research interests include human resources; organizational design and
behavior; social stratification and inequality; work, labor markets, and careers; economic
sociology; and entrepreneurial companies. Before coming to SOM in 2006, he taught at Stanford's Graduate School
of Business from 1982-2006. At Stanford, he taught the MBA core course, Human Resource Management. He was
co-director of the Stanford Project on Emerging Companies (SPEC), a large-scale longitudinal study of the
organizational design, human resource management practices, and financial and non-financial performance
measures of entrepreneurial firms in Silicon Valley. Papers based on the project appeared in leading disciplinary
journals, and an overview of the project in California Management Review won the 2003 Accenture Award for
making “the most important contribution to improving the practice of management.”
He is the author, with Stanford economist David M. Kreps, of a textbook, Strategic Human Resources: Frameworks
for General Managers (John Wiley & Sons, Inc.). Baron is also a regular contributor to leading sociology and
organization journals, such as the American Sociological Review and Administrative Science Quarterly. His research
has also been published in influential journals in economics and social psychology.
Chuck Eesley
Associate Professor, Stanford University
WM Keck Family Foundation Faculty Scholar
Professor and W.M. Keck Foundation Faculty Scholar in the Department of Management
Science and Engineering at Stanford University. As part of the Stanford Technology
Ventures Program, his research focuses on the role of the institutional and university
environment in high-growth, technology entrepreneurship. Prof. Eesley was selected in
2015 as an Inaugural Schulze Distinguished Professor. His National Science Foundation of
China and Kauffman award supported research focuses on rethinking how the educational
and policy environment shapes the economic and entrepreneurial impact of university alumni. Over the past three
years, Prof. Eesley has been playing a growing role in national and international meetings on fostering high-tech
entrepreneurship, including advising the U.S. State Department in the Global Innovation through Science and
Technology (GIST) program, Chile (CORFO), Taiwan (ITRI), and the Korean Ministry of Science and Technology. He is a
member of the Editorial Board for the Strategic Management Journal. Before coming to Stanford, Prof. Eesley
completed his Ph.D. at the M.I.T. Sloan School of Management in 2009 where he won BPS Division and Kauffman
Dissertation Awards for his work on high-tech entrepreneurship in China.LTC Riley J. Post
Talent Based Branching Program Manager, US Army G-1, United States Military Academy
B.S., West Point
M.S., University of Oxford, England
Lieutenant Colonel (LTC) Riley Post is a Special Forces officer in the United States Army,
currently assigned as the lead for talent management at the United States Military Academy
(USMA) and Reserve Officer Training Corps (ROTC). Throughout his 17 years of service, LTC
Post has served as both a leader and scholar within the Army. Originally commissioned as an
infantry officer in 2001, the majority of his operational experience has been in the special operations community. In
that capacity, LTC Post’s assignments included multiple combat deployments as a Special Forces Operational
Detachment–Alpha (SFODA) commander and later as a Special Forces support company commander. Most recently,
LTC Post served as the Chief of Strategic Analysis for the Special Operations Command–Central (SOCCENT), the
command responsible for all special operations in conducted in the Middle East and Central Asia. Between those
experiences, LTC Post served as an assistant professor of economics at the United States Military Academy at West
Point. Both his teaching and research at West Point focused on economic and social drivers of conflict in Africa and
the Middle East. He has published on topics such as social mobilization in Africa, the impact of food insecurity on
conflict, and the economics of unconventional warfare.
Colonel Darcy Schnack
Academy Professor, Center for Enhancement Performance, United States Military Academy
B.S., West Point
Ph.D., Boston College
Colonel Darcy Schnack graduated from the United States Military Academy Preparatory
School in 1992 and the United States Military Academy in 1996. Upon graduation, she was
commissioned as a second lieutenant in the Transportation Corps. She later earned her
Master’s degree from Boston College in 2006 and completed her PhD in Sociology in January
2019. COL Schnack has served at various levels of leadership in the U.S. Army, two tours in
Iraq as an Army logistician, and two tours teaching in the Department of Behavioral Sciences and Leadership where
she served as the Military Leadership Course Director. She is an Academy Professor and currently the Director of West
Point’s Center for Enhanced Performance, which houses their Performance Psychology and Academic Excellence
programs. Her husband and USMA classmate, Troy, retired from the Army and they have three children: Ainsley (12
yrs), Avery (11 yrs), and Rowan (6 yrs).
Jay Rao
Professor of Innovation and Strategy, Babson College
B.Eng., Indian Institute of Technology, India
M.S., Operations Research, University of Kentucky
Ph.D., Management, UCLA
Dr. Rao teaches extensively in the Babson Executive Education programs. His executive
teaching and consulting is in the areas of innovation, implementation of innovation
initiatives within firms, corporate entrepreneurship and customer experience innovation. Dr.
Rao also teaches 2 elective courses in the Babson MBA programs – (1) Leading Innovation:
Creating Organic Growth and (2) #CX #UX #DX Innovation. He is the author of the book titled The Discipline and Culture
of Innovation. He has written several business cases on a range of topics: Innovation Strategy, Innovation Culture,
Leading Innovation, Customer Experience, Customer Service, and Strategy Execution. He was a member of the
Innovation Advisory Board at Ocean Spray (USA) from 2010-2015. He currently sits on the Innovation Advisory Board
of Bancolombia (Colombia), and on the Flavor Advisory board of Firmenich (Switzerland). He also has a family-business
background and sits on the board of The HJKP Educational Trust (India).William B. Gartner
Bertarelli Foundation Distinguished Professor of Family Entrepreneurship, Babson
College
B.A., University of Washington (Seattle)
M.B.A., University of Washington (Seattle)
Ph.D., University of Washington (Seattle)
William B. Gartner is recognized as a leading scholar and educator in the field of
entrepreneurship, achieving such awards as the: 2005 Swedish Entrepreneurship
Foundation International Award for outstanding contributions to entrepreneurship and
small business research; 2013 Academy of Management Entrepreneurship Division Foundational Paper Award; and
the 2016 Academy of Management Entrepreneurship Division Dedication to Entrepreneurship Award. He has
published 8 books and over 50 articles in major entrepreneurship journals, as well as, numerous book chapters and
monographs on a wide variety of topics in entrepreneurship. His book: Entrepreneurship As Organizing: Selected
Papers of William B. Gartner was recently published in a paperback edition and the Research Handbook on
Entrepreneurial Behavior, Practice and Process (with Bruce T. Teague) was published by Edward Elgar Publishing in
March 2020.
He has served in various academic positions at the University of Virginia, Georgetown University, the University of
Southern California, Clemson University, San Francisco State University, California Lutheran University, ESSEC in Paris,
and, the Copenhagen Business School and was the founder and director of entrepreneurship centers at Georgetown
University and San Francisco State University. He is currently having a part-time Visiting Professor position in
entrepreneurship at Linnaeus University in Sweden.
Matt Marx
Bruce F. Failing, Sr. Professor of Personal Enterprise, Cornell University
Matt Marx is the Bruce F. Failing, Sr. Chair in Entrepreneurship and Professor of
Management & Organizations in the Dyson School of Applied Economics & Management
within the SC Johnson College of Business at Cornell University He also serves as the
Faculty Director of Entrepreneurship at Cornell and a Faculty Research Fellow at the
National Bureau of Economic Research. Previously, he was an Associate Professor at the
Massachusetts Institute of Technology Sloan School of Management and Boston
University Questrom School of Business.
Professor Marx's research focuses on reducing barriers to the commercialization of science and technology, which he
experienced firsthand during a decade as an executive and engineer at two startups in the speech-recognition industry
that achieved a combined $1.4 billion dollars in equity value. His articles have appeared in journals from multiple
disciplines including Management Science, the Review of Financial Studies, Organization Science, the American
Sociological Review, and Science. His work on employee non-compete agreements and job mobility played a key role
in policy reforms for Hawaii and Massachusetts. Press coverage includes the New York Times, BBC, The Economist,
Washington Post, Boston Globe, The Atlantic, Wired, Fortune, Forbes, and Bloomberg.
John Chen
Faculty Director, ELI Global
PMD73, Harvard Business School
MA, University of Denver
John Chen is the faculty director of faculty development program ELI Global. His
specialty is in strategy, leadership, and organizational behavior. His research
interests are in management philosophy and leadership development. He is an
educator, an expert in management education and participant-centered learning.
He spent 20 years of his career as an entrepreneur and professional executives working for Harvard and Babson in various positions. He was Managing Director at Babson Executive
Education, the Special Assistant to the President at Babson College, and the Vice President of Babson
Global. He designed and launched a series of faculty development programs called Teaching
Entrepreneurial Thought and Action, SEE Asia and ELI Asia. Prior Babson, he was the Executive Director &
General Manager of the Harvard China Fund (HCF), Harvard University. He created Harvard China Fund in
2006 and established the Harvard Center (Shanghai) Co Ltd. in 2008, when he served as the Center’s
founding general manager and legal representative of Harvard University. Prior to joining the HCF, he was
the Managing Director, International at Harvard Business School Publishing (HBSP). John Chen was also
the Director of the PCMPCL (Program on Case Method and Participant-Centered Learning), an executive
education program at the Harvard Business School which trains top business school deans and faculty
from China, Taiwan, Hong Kong, and Singapore. Prior to his position at Harvard Business School, John
Chen was a Vice President of Warner Bros. International Television. And he was the executive producer of
the popular game show Who Wants To Be A Millionaire (Chinese version), and he launched HBO Chinese
Movie Channel in collaboration with HBO International