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3/22/08

Copyright 1996 - 2008



A REAL CASE STORY


A long time ago and a short time ago. In a place both near and far away.

As Real As It Gets
For Me

There are many layers of understanding to a good story. As we learn and grow the story changes for us. We all bring our self to each experience. Please read the Real Case Story and then go back to it at another time in the future. When a person learns a great deal more about marketing and storytelling nothing remains as it was for long. If this story does not change then we have not changed. Strategy is to pretend to see one story while actually seeing another.



David Morris, Ph.D. and W. Paul Wilcox M.D., Newburgh, NY 3 years old

This Case Story Can Be Enlightening

I believe that I was forced to retire from the University of New Haven or face being fired for not teaching marketing. There are several reasons that this occurred with very few having to do with me. This is my story of what occurred. I invite any participants to add their own point of view.

The issue for me is can a professor be forced to teach course content restricted to applying only a positive view of textbook content and testing? Can a professor encourage and challenge their students to learn for them self multiple and conflicting points of view?

I have been researching and teaching marketing and storytelling along with common textbook content. Students have had a range of responses from not caring to screaming their discontent. As any academic knows it is at these moments as a professor that colleagues and administration can encourage these thoughts or suggest that the student talk with the professor. They can suggest that from past experience that the professor is fair and they would most likely learn a great deal.

This requires honest, tolerant, and brave university leadership that I believe to be lacking in private and public universities outside of the ivy league. The reason is as simple as ivy league envy. These devotees cannot comprehend that it is possible for their professors or students to perform. They will not embrace the idea that all students can learn anything and become leaders in their society. Those with advanced ivy league envy long for the day when students that are going to the ivy league will choose to attend their university.

2001

President Kaplan interviewed for the job of provost at UNH. He took the position as Chancellor instead of provost. We hired a very capable and honest man for provost at UNH. He got sick and died of cancer.

University of Virginia at Wise Newspaper On Line

Butler University Dean of College of Liberal Arts and Sciences
Steve Kaplan Named Chancellor of U.Va.-WISE
May 22, 2001 -- Steven Kaplan, dean of the College of Liberal Arts and Sciences at Butler University in Indianapolis, Ind., has been named chancellor of the University of Virginia's College at Wise.

U.Va. President John T. Casteen III made the announcement Monday in Wise, where he introduced Kaplan and his wife, Anemone Schweizer-Kaplan, to the U.Va.-Wise faculty and staff.

"Steven Kaplan's commitment to liberal arts education and his vision for solidifying the College's growth in stature as one of the nation's premier public liberal arts institutions give him a powerful base on which to build as chancellor," Casteen said. "His background includes both significant scholarship and progressively more responsible leadership positions in higher education administration. In an uncommonly talented group of applicants, he stood out as the ideal candidate to lead Wise in new directions, including international initiatives, collaborative education and service learning. We are fortunate to have attracted someone of his energy and talent, and we are pleased to welcome Mr. Kaplan and his family to the University of Virginia community."

Kaplan succeeds L. Jay Lemons, who left U.Va.-Wise in January to become president of Susquehanna University in Selinsgrove, Penn. Lemons had been chancellor of University's only branch college since 1992.

"I feel honored and a deep sense of gratitude to have been selected as the next chancellor of The University of Virginia's College at Wise," Kaplan said. "I welcome the responsibility and challenges that accompany this important position. I believe firmly in the transforming power of a liberal arts education. U.Va.-Wise has a tradition of not only preparing students for careers but of cultivating their humanity. Based on the high quality of the college's faculty, staff and academic programs, I am confident that together we can lead this institution to new heights as the best public liberal arts college in the nation."

Formal approval of Kaplan's appointment is expected at the University's Board of Visitors meeting on June 15 in Charlottesville. Kaplan will assume his new post July 1.

In addition to his time at Butler, Kaplan was dean of the arts and humanities at the State University of New York College at Buffalo for two years, and before that director of the Center for International Programs at the University of Southern Colorado in Pueblo. During his tenures as a dean, he worked with state legislators and was involved in fund raising and community relations. At Butler, he chaired the council of deans, represented all the colleges on the board of trustees and chaired the university's strategy and policy team on innovation.

Monday's announcement comes after a six-month search for the College's seventh chancellor. A 14-member search committee -- comprised of faculty, staff, a student, and representatives from both the UVa-Wise and the University's boards -- reviewed 60 applications for the post. As part of the final interview process, Kaplan, his wife and youngest daughter recently visited the College for three days, meeting with faculty, staff, students and community leaders.

"Steven Kaplan is the right person, at the right time, for the chancellor's job," said William J. Sturgill, chair of the U.Va.-Wise Board and the search committee. "Mr. Kaplan exhibits the characteristics necessary for the continued enhancement of the quality of the undergraduate experience at one of the South's top public liberal arts colleges. He possesses the educational credentials, administrative skills, vision, and personal charisma to work effectively with the college community, the community of Southwest Virginia, the University of Virginia and the Commonwealth."

"I encourage the UVa-Wise Board, faculty, administration, staff, students and entire college community to rally behind Mr. Kaplan as he leads The University of Virginia's College at Wise in its mission to become the top public liberal arts college in the United States," Sturgill added.

In addition to his administrative responsibilities, Kaplan is a professor of English at Butler. He has authored a book on American translations of the famed German poet Rainer Maria Rilke and numerous articles on American and German literature. In 1995, Kaplan published a book on critically acclaimed Vietnam novelist Tim O'Brien's fiction with the University of South Carolina Press and, in 1994, an anthology of international war stories with the University Press of Colorado. From 1989 until 1996, Kaplan held several teaching and administrative positions at the University of Southern Colorado, including assistant professor of English, associate professor of English, and chair of the Department of English and Foreign Languages. Kaplan also worked as a visiting lecturer in American studies and as an instructor of English as a second language at Eberhard-Karls Universitat Tubingen in Germany and at the University of Maryland's European division as an instructor of English and American literature and composition.

Kaplan received a bachelor's degree in history from the University of
California at Los Angeles and both a master's degree and Ph.D. in
comparative literature from the Eberhard-Karls Universitat Tubingen, one of the oldest universities in Europe. He also earned a diploma from Harvard University's Management Development Program.

Kaplan, 47, and his wife, Anemone, have four children: Aljoscha, 22, Silia, 19, Noemi, 17 and Janina, 15.

Ranked one of the South's top public liberal arts colleges by U.S. News and World Report, U.Va.-Wise is home to 1,500 students.
CONTACT:

After the death of our provost and the announced retirement of our president we began to search for a new president. Dr. Kaplan contacted the University of New Haven and voiced his displeasure with his current Chancellor position openly. He stated several time that they were not tolerant of him because of his religion. He wanted to make a move. He was welcomed.
July 2005 President Kaplan Arrives At UNH

Steven Kaplan CV on UNH Web page

EDUCATION:
Diploma 1997 Management Development Program, Harvard
University
Ph.D. 1988 Eberhard-Karls Universitdt T|bingen
Comparative Literature
MA 1982 Eberhard-Karls Universitdt T|bingen
German, English, Philosophy
BA 1976 University of California at Los Angeles
History

PROFESSIONAL EXPERIENCE:

2001 - 2004

Chancellor and Professor of English

The University of Virginia's College at Wise is the only four-year branch campus of The University of Virginia. The College enrolls about 1,700 students and is ranked by US News as eighth in the nation among public liberal arts colleges. As Chancellor I am directly responsible for all operations and planning at the college. Five vice-chancellors report to me,
and the college employees about 235 full time faculty and staff. The college's annual budget is approximately twenty million dollars. The college has expanded its physical plant quite dramatically in the last few years, and we now have funding for another new residence hall, a new arts complex, and the renovation of the college's first building. Last year I Initiated the first comprehensive strategic planning process the college has ever undergone. The college is guided and to a large extent governed by a
twenty-member local board, though some board decisions need approval by the University's Board of Visitors. I attend and report at all Board of Visitors meetings In Charlottesville.

1998 - 2001: Butler University

Dean of the College of Liberal Arts and Sciences and
Professor of English

The College of Liberal Arts and Sciences is the largest of the five colleges at Butler, with almost as many faculty as the other four combined. An associate dean, an assistant dean, fourteen department heads, the Director of the Pulliam School of Journalism, and four program directors report to the dean. As dean of the largest college, I served as the Head of the Council of Deans. There was not a provost at Butler while I was there, and so I also represented the deans on the Board of Trustees and served as the institutional representative for the Associated New American Colleges. I also supervised the coordinator of a dual-degree engineering program I helped design and implement with Indiana University/ Purdue University Indianapolis. This program currently has over ninety majors in mechanical, electrical, and computer engineering.

1996 -1998 State University of New York College at Buffalo

Dean of Arts and Humanities and Professor of English

With over 11,000 students, SUNY College at Buffalo is the largest of the 13 liberal arts colleges in the system, and the only one in an urban setting. It ranks forth among the 64 SUNY campuses in terms of research dollars. There are three deans overseeing three report to the Dean of Arts and Humanities. The Humanities Program and Women Studies Program
coordinators and the Director of the 850 seat Performing Arts Center also report to the Dean, as do an Associate Dean and an Executive Assistant to the Dean. SUNY College at Buffalo has the largest arts program of the 64 campuses in the system, and one of three graduate programs in Art Conservation in the country. As dean I thus was heavily involved in the
community and did fund raising.

1989 - 1996 University of Southern Colorado

Director of the Center for International Programs
(1994 -1996)

Responsible for internationalizing the curriculum and campus life. Together with faculty from over a dozen disciplines, I designed and implemented an
international studies minor, and I chaired a committee on internationalizing the university's general education program. I worked closely with faculty and administrators in the business and engineering colleges and with health sciences faculty and obtained outside funding for international efforts in these areas. Moreover, I established cooperative agreements with twelve universities in nine countries and created exchange opportunities with these institutions for students and faculty. I also recruited several hundred
international students, generating close to $1 million in tuition annually.

Chair of the Department of English and Foreign Languages (1992 - 1994)

This was the largest and probably most complex department at the university. As Chair, I oversaw the English and Foreign Language programs, assessed the Freshman Composition Program and supervised its coordinators, and I worked with three foreign language coordinators. Additionally, I oversaw assessment, accreditation, curriculum development, program reviews, and the budget. I created a campus-wide writing center and obtained funding for a computer-assisted writing classroom.

Associate Professor of English (1991 - 1996)

Taught mainly upper-division courses in Modern American Literature and the core Shakespeare course.

Assistant Professor of English (1989 - 1991)

Taught composition, special topics courses, and survey courses in World Literature.

1985-1989 Eberhard-Karls Universitdt T|bingen

Visiting Lecturer in American Studies

This is one of the oldest universities in Europe with one of the most visible American Studies programs. First I studied as a philosophy major in the same classrooms as Hegel and Schelling, and later I taught American culture to German students obsessed with the present. It was an interesting experience. I taught survey courses in American History and special topics
courses in American Literature, as well as several American Documentary of the 1960s, the Civil Rights Movement, and the Films of Woody Allen.

1982-1989 University of Maryland, European Division

Instructor of English and American Literature and Composition

Taught composition, Shakespeare, and survey and special topics courses to mainly non-traditional students. A highly rewarding teaching experience.

1979-1982 German-American Institute T|bingen

Instructor of English as a Second Language

Taught courses in English for non-native speakers from a broad range of countries.

RESEARCH AND SCHOLARLY ACTIVITIES:

Books

Understanding Tim O'Brien . University of South Carolina Press: 1995.

Between the Lines: International Short Stories of War. Pauletta Otis and Steven Kaplan, editors. University
Press of Colorado: 1994.

Robert Bly and Randall Jarrell as Translators of Rainer Maria Rilke: A Study of the Translations and their Impact on Bly's and Jarrell's Own Poetry .
Frankfurt am Main/New York: Peter Lang, 1989.

Journals Edited

Peace Review: A Transnational Quarterly. Volume II, Number 2, June 1999. Steven Kaplan, Carl Pletsch, and Will Wright, Special Editors.

Essays in Refereed Scholarly Journals and Books

"Will the Real Rilke Please Stand Up: American Authors Translating and Relating to Rilke." InRilke-Rezeptionen/Rilke Reconsidered. Sigried
Bauschinger and Susan L. Cocalis, editors. T|bingen: Francke Verlag, 1995.
"By Indirection Find Direction Out: The Narrative Technique Used by Goethe to Portray War in 'The Campaign in France'."War, Literature and the Arts :
Spring 1992.

"Playing with Facts and Fiction: An Interview with Tim O'Brien." The Missouri Review : Fall 1991.

"Using War Related Issues in Literature and Sociology Classes to Stimulate Critical Thinking on the `Costs' of War." Proceedings of the 11th Annual International Conference on Critical Thinking and Education Reform: 1991.

"The Undying Uncertainty of the Narrator in Tim O'Brien's Vietnam novel, The Things They Carried."Critique: A Journal of Modern Fiction : Fall 1991.

"Robert Bly's Translations from the Poetry of Rainer Maria Rilke: German Pictures at an American Exhibition." Poetry and the Fine Arts , ed. Roland
Hagenb|chle. Regensburg: Verlag Peter Pustet, 1988.

Co-edited Conference Proceedings

The Image of the City: Selected Papers from the 2003 Conference of the Society for the Interdisciplinary Study of Social Imagery: Will Wright and Steven Kaplan, editors: 2003.

The Image of Europe: Selected papers of the 2002 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 2002.

The Image of Science: Selected Papers from the 2001 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 2001.

The Image of the Twentieth Century: Selected Papers from the 2000 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 2000.

The Image of America: Selected Papers from the 1999 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 1999.

The Image of Class: Selected Papers from the 1998 Conference of the Society for the Interdisciplinary Study of Social Imagery . Will Wright and Steven Kaplan, editors: 1998.

The Image of the Frontier: Selected Papers from the 1997 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright
and Steven Kaplan, editors: 1997.

The Image of the American West: Selected Papers from the 1996 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 1996.

The Image of Violence: Selected Papers from the 1995 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 1995.

The Image of Technology: Selected Papers from the 1994 Conference of the Society for the Interdisciplinary Study of Social Imagery . Will Wright and Steven Kaplan, editors: 1994.

The Image of Nature: Selected Papers from the 1993 Conference of the Society for the Interdisciplinary Study of Social Imagery . Steven Kaplan and Will Wright, editors: 1993.

The Image of War: Selected Papers from the 1992 Conference of the Society for the Interdisciplinary Study of Social Imagery . Steven Kaplan and Will Wright, editors: 1992.

The Image of Crime: Papers from the 1991 Conference of the Society for the Interdisciplinary Study of Social Imagery. Steven Kaplan and Will Wright, editors: 1991.

Translations

Brown, Charles, Brockden, Somnambulism and Other Stories . Introduction trans. by Steven Kaplan. Ed. with an Introduction by Alfred Weber. Frankfurt: Peter Lang Verlag, 1986.

Kaplan, Steven, trans. Faust, Manfred. "Jean Paul's Essay on Word Formation." Allgemeine Sprachwissenschaft, Sprachtypologie und
Textlinguistik: Festschrift f|r Peter Hartmann. T|bingen: Peter Narr Verlag, 1983.

Kaplan, Steven, trans. Faust, Manfred. "Schottelius' Concept of Word Formation." Logos semantikos: Studia lingustica in honorem Eugenio Coseriu, vol. 1 . Berlin: Walter de Gruyter, 1984.

Papers Presented at Professional Conferences

Normality, Crime, and Vietnam. Presented at the annual conference of the American Society for Criminology in Washington, D.C. in November 1998.

The Vietnam War and Popular Culture in the 1950s.Presented at the annual Conference of the Popular Culture Association in Orlando, FL in April 1998.

Strategies for Deans as Fundraisers. Presented in a panel I chaired at the Council of Colleges of Arts and Sciences in New Orleans, November 1997.

"Narrative Strategies in Tim O'Brien's Most Recent Fiction." Presented at the annual conference of the South Central Modern Language Association in Houston: 1995.

"Will the Real Rilke Please Stand Up: American Authors Translating and Relating to Rilke." Invited Paper read at the Nineteenth Amherst Colloquium on German Literature, Amherst, Massachusetts: 1994.

"Contemporary Literary Interpretations of the Vietnam War." Invited Paper at the Zhejiang University of Technology, Hangzhou, China: 1994.

"Deconstructing the Vietnam War in Fiction." Read at the Annual Conference of the South Central Modern Language Association in San Antonio, Texas: 1993.

"Translating Rilke's Poems on Childhood." Presented at the Annual Conference of the American Translator's Association in San Diego, California: 1992.

"War Literature and Critical Thinking." Presented at the Annual Conference of the National Society for Critical Thinking in Miami Beach: 1992.

"Tim O'Brien'sThe Things They Carried ." Invited guest lecture at the University of Puget Sound: 1991.

"How to Translate the Energy of a Poem: American Translations of Rilke's 'The Panther.'" Presented at the 31st annual convention of the American Translators Association in New Orleans: 1990.

Rilke and Modern American Poetry." Presented at the annual convention of the Society for German-American Studies in Indianapolis: 1990.

"Cleanliness and Chaos on the Front: Goethe's Autobiographical Essays on 'The Campaign in France' and 'The Occupation of Mainz'." Presented at the
18th annual meeting of the Western Society for Eighteenth Century Studies in Colorado Springs: 1990.

"The Language of Madness in Shakespeare's King Lear " Presented at a conference on King Lear at Mesa State College: 1989.

"Feature Films on the Vietnam War." Presented at a Symposium on the Vietnam War at the Volkshochshule in T|bingen, W. Germany in June 1989.

"Shakespeare on the Modern Stage." Presented at the German-American Institute in T|bingen, W. Germany in June 1988.

Conferences Organized

National Conference on Reinventing the Liberal Arts.? Held in Buffalo, New York in May of 1998. Organized by Steven Kaplan and Gail Dinter-Gottlieb.

National Conference on "The Image of Europe I Literature, the Media, and Society. Held In Colorado Springs, CO, March 2002. Organized by Steven Kaplan and Will Wright.

National Conference of "The Image of Science In Literature, the Media, and Society. Held In Colorado Springs, March 2001. Organized by Steven Kaplan and Will Wright.

National Conference on the Image of the Twentieth Century in Literature, the Media and Society. Held in Colorado Springs, CO, March 2000. Organized by Steven Kaplan and Will Wright National Conference on The Image of America in Literature, the Media and Society. Held in Colorado
Springs, March 1999. Organized by Steven Kaplan and Will Wright

National Conference on The Image of Class in Literature, the Media, and Society. Held in Colorado Springs, March 1998. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of the Frontier in Literature, the Media, and Society." Held in Colorado Springs, March 1997. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of the American West in Literature, the Media, and Society." Held in Colorado Springs, March 1996. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of Violence in Literature, the Media, and Society." Held in Colorado Springs, March 1995. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of Technology in Literature, the Media, and Society." Held in Colorado Springs, March 1994. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of Nature in Literature, the Media, and Society." Held in Colorado Springs, March 1993. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of War in Literature, the Media, and Society." Held in Colorado Springs, March 1992. Organized by Steven
Kaplan and Will Wright.

National Conference on "The Image of Crime in Literature, the Media, and Society." Held in Colorado Springs, March 1991. Organized by Steven Kaplan and Will Wright.

AWARDS:

Provost's Award for Scholarship, 1994, University of Southern Colorado

Outstanding Faculty Award for Teaching, Service, and Scholarship, 1993, University of Southern Colorado

SERVICE:

At The University of Virginia's College at Wise University of Virginia's College at Wise Foundation Board

Virginia Council of Presidents

General Presidential Action Committee, State Council of Higher Education In Virginia

Commission on Higher Education of the Southern Association of Colleges and Schools

Cove Ridge Board of Directors Board of Directors of the Wise County Chamber of Commerce

Board of Directors of the Symphony of the Mountains
 
Board of Directors of the Southwest Higher Education Center

Executive Committee of the Southwest Virginia Public Education Consortium
At Butler University --

Head, Council of Deans

Chair, Innovation and Exploration Policy and Strategy Team

University Cabinet Council of Deans Representative on the Board of Trustees

University Capital Budget Planning Work Group

University Home Page Work Group

Institutional Representative to the Associated New American Colleges

At The State University of New York College at Buffalo-- College Senate, 1997-98 Academic Year, President's Representative

Enrollment Management Task Force, 1997-98 Academic Year

Buffalo State College Foundation Board, 1997-1998 Academic Year,
President's Representative

Faculty of Applied Science and Education Dean's Search Committee, 1997 -
1998

Deans' Initiative on Retention, 1997 - 1998

Arts and Humanities Advisory Board, 1997 - 1998

Co-Chair (with the Dean of Arts and Letters from the University at
Buffalo), Pan-American

Exhibition Commemoration Committee, 1997 - 1998

Arts and Humanities Curriculum Revision Committee, 1997 - 1998

Chair, International Education Steering Committee, 1997 - 1998

Chair, Siena Program Steering Committee, 1997 - 1998

President's Representative on the Evaluation Committee for the 1996 Chancellor's Award for Excellence in Librarianship

Arts and Humanities Fund Raising Committee, 1996-Present

College Senate, 1996-97 Academic Year, President's Representative

Erie County Cultural Resources Advisory Board, 1997-Present

Writing Oversight Committee 1996-Present

Burchfield-Penny Museum Arts Council 1996-Present

Chair, Art on Campus Committee, 1996-Present

Chair, Fund Raising Committee, Oasis Theater, 1997

Board of Directors, Oasis Theater, 1996-1997

Provost's Search Committee, 1996 - 1997 At the University of Southern Colorado --

Co-Director of Dept. of Education Title VIb Grant, School of Business, 1995-1996

College Personnel Committee, College of Humanities and Social Sciences,
1995

Chair, Intercultural Steering Committee for NCA Accreditation, 1995

Faculty Development Center Steering Committee, 1995

English and Foreign Language Promotion and Tenure Committees,
1993-95

Faculty Senate 1990-1994 (Vice-President in 1993)

Acting Dean, College of Humanities and Social Sciences, summer and
periodically throughout 1993

Committee on Revising the General Education Capstone Course, 1993

Political Science Promotion and Tenure Committees, 1993

Search and Screen Committee for a position in Spanish, 1993

Chair of the Search and Screen Committee for a position in World
Literature

Sociology Promotion and Tenure Committee, 1992

General Education Implementation Committee, 1991-92

Chair of English Department Committee for General Education II courses

Senate Curriculum and Academic Policies Board, 1990-1992

Search and Screen Committee/English Department, 1990

Program Review Committee/Sociology Department, 1990

English Curriculum Review Committee, 1990

Sponsor of Criminology Club, 1990

USC Rhodes scholarship representative, 1990-1996 At Eberhard-Karls Universitdt T|bingen --

Fulbright Scholarship Selection Committee, 1985-1989

Student Foreign Exchange Program Selection Committee, 1985-1989

Advisor for German Foreign Exchange Students Going to N. America,
1985-1989

Committee for the Establishment of a Freshman Orientation Program,
1988-1989

Director of the American Theater Group, 1985-1989

August 2004

All of a Sudden I was Bad When I Returned From Sabbatical

Before I returned from sabbatical it was suggested by a colleague that I may be targeted upon my return.

September 2005

And They Started Right Away. This is an Overview That I Kept.

First Department Meeting 9/04

First department meeting to discuss the future of the department Dr. Judd was bleak. Enrollments were still declining and if this continued he did not know what would happen to the department. The new president had said that it is now our responsibility to increase enrollments.

Dr. Halley discussed he was on some committees with the administration and that what may happen is that I would be sent to education and Dr. Kublin to history. I did not know if this was speculation or he was aware of something. I said nothing.

Dr. Roy was very fearful about the future of the Department and his job. He kept saying that we must do something to increase enrollments before we were out of a job.

Second Department Meeting the Provost Visits

Dr. Roy writes a memo to the Provost that there are three old timers and three young professors. He said how he was ashamed of the old timers and that they were ruining the department. I said this is an extreme memo and was he referring to me? He said no.

The Letter on Yale Letter Head

The following letter was sent to the Dean of the School of Business from a person that attended my second class to determine if they wanted to enter a marketing certificate program. From my knowledge this person had not signed up at UNH for this or any other course at this point. The person stayed for about one hour and a half and left. I do not recall having said anything to this person directly or indirectly.







A few weeks later. I was asked to come to the chairs office and when I did he showed me this letter and asked if what was said was true or false. At this point I was told that the top administration Provost and President had been given this letter and they were upset because nothing I had done or said had to do with marketing.

I asked what happened to the person being asked to contact the professor and discussing any misperceptions. After that the person was encouraged to take their issue to other sources to attempt to find more satisfaction. This was an unusual diversion from past practice.
After reading the letter I said that while it was not exactly as I recall but it was close. The person had not been able to link to marketing practice and I help my students to figure this out as the class goes along. I was then told that the Chair wanted to see all my papers and exams at the end of the semester. He said he would be the only one to read them and he would pass on his findings. I said I would of course share the papers but all I asked was for him to be fair.

I asked the chair which aspect did he think of the letter could not be linked to marketing? He said that I must follow the textbook and anything else could be perhaps mentioned but it should not take up class time. I then suggested that the textbook was lacking and did not include material that I believed important to teach marketing. I asked if he did not believe that many foods and drinks contained addictive substances in large amounts. He refused to discuss this and said just follow the textbook or I could be removed from the department for not teaching marketing. I then shut up and did not say too much from then on. I would gather data to prepare for an unfair battle and also talk to a lawyer. I would then wait to see what happened next.

I could not believe this letter and the reaction of the university. This gave me an early understanding that nothing was beyond saying or doing to accomplish goals. I knew that this reaction was an execration and that this was the new improved way of university management. I also had found in life that this of behavior is a personality trait and the thinking many be found everywhere else with what is said about everything. I also decided I would not argue back but I would not cow.

Response To Letter Written But Never sent

(I wrote this to the above letter but I did not send to anyone. It is best to be ready but not to say too much when initially attacked. Prepare and then fight if you have to.)

I do not know if the order that the student has presented her position reflects the actual times and sequences within the class. Added up her calculations will identify a misperception. I will follow the order as represented in the letter as a guide.

Syllabus

The students point on the syllabus is correct. When I did the syllabus I thought the class was one week earlier. I told this to Betty Miller to make sure that this change would be reflected in the syllabus on file. I changed the syllabus to put in the second week for the first week and then applying the 1st week of the current syllabus actually on the 2nd week. I told the class of my mistake in the first class and offered to e-mail it to them during the break without this represented change. No one felt it was necessary to make the specific changes in their e-mailed syllabus. Students came to my office and typed in their own e-mail and the syllabus was sent on my computer. I have the students e-mail the syllabus to them self or send me an e-mail request. This prevents transposition errors on my part.

I e-mail everything I can to the students to save the University the cost of copying. If a student for any reason requires a hard copy I will give them one. This seems to work most of the time.

I also ask students to e-mail me anytime with questions. I give them my cell phone number and ask them to call me after 9 p.m. with questions.

The Marketing Environment and Marketing Ethics

The Kitty Kelly book represents a change in the marketing environment in the USA. Obvious government interference in the marketing and sale of a book within the USA is uncommon in my experience. Government interference in the sale, marketing, and promotion of books outside of the USA is understood to be very prevalent. Salman Rushdie had a death warrant on his head by the Iranian Government for a book that he wrote. The government of England protected him for years at great expense because of their views on free speech. This is also one of our perceived American business and marketing rights and a foundation of a consumer society.

Government influence over the marketing, advertising, and sales of books is also viewed by many marketing professors as an attack on free speech. Examples of this type of action are used to demonstrate why our marketing system works best. Books in the USA have been given access to marketing outlets (both paid and unpaid) such as TV, radio, and newspaper without direct government interference. I found the Kelly example to be an extremely important marketing ethics issue.

Consumer Behavior and Marketing Ethics

The discussion of the Skull and Bones fraternity at Yale represents a long term divide in social class. The national and international press has identified a new divide in the USA that is clearly represented in the 2004 election. The red blue divide represents a major shift in segmentation and targeting in USA marketing. This shift I believe to have a great impact on all marketing practice for decades. The acceptable in textbooks now becomes unacceptable. Targeting derived from differentiated world views according to Stanley Greenberg is a major change in the understanding of the American people.

According to the Kelly book those who are not members of the Skull and Bones are referred to as barbarians. This type of rhetoric is one example put forth by me as a reason why political power (Bush and Kerry) was exerted against the marketing efforts of her book. When the head of state has a developed view that there are those that are good and those who are barbarians the government may move business and marketing in a particular direction without concern for the barbarians. I believe the new name for barbarians is evil doers.
If what is stated in a book is not correct by Kelly the recourse to us as Americans is to sue in a court of law for slander. This is also true when other forms of communications are misused by those in authority as justification for destructive behavior against another. The marketing issue is should a book that proposes positions against a state be ethically or legally be restricted by government. For government power or institution power to insist on a single source is very dangerous. We have identified this in education as brain washing. To restrict ideas, information, and products that any authority deems outside of their interest is far beyond the concept of academic freedom.

It is unconstitutional and outside of the guarantees of the Bill of Rights. I discussed this as a consumer behavior issue in marketing because of the attempt to restrict ideas and therefore the actions and thinking of the consumer. This issue could have been discussed in all disciplines from there particular perspective.

The Marketing Concept (Nonprofit Education Sector) Marketing Ethics Antitrust Law and Free Trade

The reference to Yale (and I believe I included my own Syracuse University) and extensive government support and funding in relationship to their overall budget does not support the marketing concept as a means of directing marketing thought and practice. I was suggesting that an institution that proposes a needs and wants of customers approach in their Business School may themselves be using collusion to overcome their own competitors.

Government direct and indirect grants when representing such a significant portion of revenue may have negative consequences on competition. As a Yale graduate and employee I would be surprised if the marketing concept and antitrust policy had been identified as a form of criticism her own institution. I also discussed the marketing impact on those institutions such as UNH who do not have this access.
If anyone disagrees with this proposition this should be an area for discussion and not as an opportunity to attack the professor outside of the classroom. Killing the messenger of different ideas that are contrary to our own would not be supported in a Yale education or any other university in the USA.

I gave the class a published account available on the Internet released by Yale of their budget. This information includes percentages of revenue given by outside, government, and private funding sources. I never got it back.

As academics we encourage dialogue and the exchange of ideas. The identification of such a reaction by a student in the past was seen as a learning opportunity. As a professor who comes from this tradition I would be happy to debate this issue at Yale with those holding an opposing view that challenges my own research and findings. All my students have many options to make any disagreement into a learning experience for all of us. American antitrust law and the impact it has on the practice of marketing has been identified for a century. The belief is that unfair advantages given to a business or institution represent an obstruction and interference with price in a consumer society. I do know that baseball was given an exemption but I do not know if Yale or universities were also given an antitrust exemption. I will check.

As a professor discussing topics in marketing I would much rather discuss idea that challenge my students thinking rather than the rote transfer of textbook definitions or leading them to believe that all marketing ideas and issues in the textbook should be accepted as common practice without question.

I rarely talk down to any student but rather try to bring them to an understanding of how marketing is embedded in culture which I have identified as al contextual framework. I believe that this approach between professor and students puts them on the path to wisdom.

Would I use the same example if I knew someone from Yale were in the class or audience? Yes, it is an important local example of the difficulties in following the marketing concept.

All my students are encouraged to disagree and show evidence that supports their own position. In my classes students are allowed to maintain a position purely derived from a lack of supported knowledge and emotion. This is part of the learning strategy of Real Life Learning. At a point I will say to the student we will agree to disagree and if either changes their mind let the other know. I do not judge them as an authority for their emotion and lack of evidence to support their position as long as it is done in good faith.

I would be happy if the perspective student came back to the course and challenged me as many times as she wished. This is called dialogue which is another component of the Real Life Learning framework. Ideas are challenged, supported, or rejected in an open forum.

International Marketing Propaganda and the Internet

The recent abductions and killings of innocent people in Iraq are amazing example of the power of the Internet to put positions forth that would have been easily censored by government in the past. The student failed to hear this part of the discussion. National and international marketing is facing a much different future with the new marketing capabilities of unimpeded customer response systems.
If a government is unable to control negative propaganda can a corporation through their marketing efforts do any better controlling consumer reactions? I have given my students many examples of my own experiences with consumption and the Internet. Now I can look up a product on the Internet and add the word problems. Hundreds of individuals put their positive and negative experience on the web. Companies like Amazon.com and newegg.com allow customer to say anything within the constraints of acceptable language about their experience with a product or service. Amazon.com actually allows their customers to purchase competitive products at reduced or greater prices on their own web site. This is an amazing change in marketing.

The creation of new approaches to marketing now available on the Internet is having an impact on the sale of products and services never before seen in the world. The Internet is one of the most difficult challenges facing those who have used marketing to sell inferior ideas, products, and educational program.

Would the University of New Haven allow this student to put her letter on our web page under my name or some other location? I would say yes it is ok. This will come to all Universities in the future. Negative information that counters marketing will be either on a universities web page or on another web page which any one can look at to find consumer feedback. Would the University of New Haven consider the inclusion of competition on our web site?

To keep both the good and bad reactions of consumers (students) from the marketplace of ideas at a university has been selective and is about to change because of the Internet. Many at UNH have begun to identify our students as customer and we should then face the same marketing challenges of any business. One student or person in the world just has to figure this out and marketing efforts at universities will be changed for ever.

Consumer Behavior and Marketing Ethics

The Amish are used by many in marketing as an example of a successful group of people that have rejected the beliefs of the dominant consumer society. I believe I also stated that this was a positive example of tolerance that the holders of a different world view of marketing were allowed to flourish in the USA.

Business Behavior, Marketing Management, Marketing Ethics, and Marketing Strategy

It has been a common understanding of American consumers that businesses edit out the negative from their marketing efforts. The student did not seem to believe that marketing in print and on TV could be incorrect or deceptive. The expression buyer beware is historic. The tendency of firms (private and public) to control truth is the reason in my life time for the development of consumer movement and class actions law suites.

This American marketing practice can also be sighted as a reason for the growth of Japanese products in the USA. American automobile corporations that continued to express through their marketing the benefits of their products without any positive changes were forced to deal with word of mouth marketing. Word of mouth marketing was able to over come billions of dollars in edited marketing campaigns and give the Japanese unprecedented market share. All the editing of text and marketing copy in the world could not counter the customers actual experiences. The government is constantly fining and forcing business to retract false claims.
 
Real Life Learning (Writing Down 20 Things That the Student Determines to be Important)

This approach to learning is part of President Kaplans so called Real Life Learning marketing initiative at UNH. The student is given the freedom to respond in a way that they determine to be beneficial. The theory is to have the student come to an understanding of marketing following their own interests. This also assumes that all within marketing can be connected to everything else. From any entry point all can be understood and learned. Throughout the history of thought the more difficult and challenging the entry the greater the findings that become available. Applying this view to marketing textbook content and instruction the student will not attain very much.
The reason that I wanted this particular assignment to be drawn from just the class and not the textbook or outside sources was explained in the first week. It is derived from my research that those who share a common experience still come to different conclusions. All common experiences are still actually contextual. What is said and the particular importance to each individual is far different until a new contextual experience can be developed. For example ask any of my students what is a Digital Nonlinear Accelerator? They will laugh and enjoy the question. The impact of this contextual approach to marketing education and practice is profound. Other assignments in my classes include the textbook and outside inputs.

If such a letter written by a student is seen as a cry to learn it then becomes a great marketing opportunity. An experienced business executive would immediately ask this question. The current response to such experiences advocated in business is to solve issues at the level in which they occur. To involve top executives with the trivial does not give those below a chance to learn and grow. This letter could be used as a case study in executive and marketing education.
Marketing Research and Information (Facts Unrelated and Unsubstantiated to Course) Marketing Ethics

To imply understanding without identifying the experiences of others is such a common mistake made by students, professors, and new marketing managers that I have designed an instructional tool to help students learn to overcome this obstacle. Much of what is learned in marketing is never substantiated outside the classroom by the student, professor, or employee. The monolinear form of marketing that does not accept the challenging of ideas is called orthodoxy. This was understood to be a low level military training model in past. The military is now rethinking this entire approach to the training of individual soldiers.

Each student is assigned as part of their midterm to check the professor. It is easy do disagree and pass judgment on anyone from a position of not knowing something in marketing.
 
Following Real Life Learning in my marketing classroom each student is responsible to select nine topics in the course and either support or negate this through a search of the Internet. The student assumes the responsibility and role of teacher. The student begins the process of researching and gathering information from outside sources (Internet). The student selects what they want to look up and learn more about.

I do ask students at times to look up particular thing which they ask me about or to bring more information to the class. The student has to present their findings orally and support their findings by sending the information around the room. In the smart classroom students go immediately for answers and I can then help them with there search strategies at the exact moment they need the help. To bring my students in to discuss their perception of learning marketing without an understanding of Real Life Learning will lead the inquirer to very false assumptions.

As a role model in the acquisition of knowledge I accept and thank the student for bring new knowledge to my attention. I want the students to see through my example that the professor is also a learner. If the finding were to support the professors position additional input is added because the student has identified this as an area of particular interest. Whatever they bring to the class has to be reinforced. Suggestions on future searches are appropriate to direct future searches. (Individualized learning then benefits the greater group)
Buyer Decisions, Consumer Behavior, and Marketing Ethics
The addictive qualities in common foods have a great impact on the consumption and marketing of a particular diet in a consumer society. The word unhealthy diet is substituted for the over consumption of addictive products. The addictive substances in mass marketed foods are relatively unknown by the masses and even marketing professors. I understand and discuss the political decision within the USA to avoid this debate within a consumer society.

As a marketing student this is knowledge that can assist them in the determination of ethical judgments at a personal and professional level. These addictive substances are not a problem for most consumers when consumed in moderation. Many nations see the marketing of American fast foods to their young as a national crisis.
The Marketing Environment and Marketing Ethics Marketing History Liberal Education

The reference of wars for chocolate in history gives an historic example of the impact of marketing on the sale of products throughout Western history. Columbus is to have discovered America in a quest to bring spices to the European markets. The search for gold and spices represented 400 years of pain for the indigenous peoples of America.

Marketing actions are more understood when identified within an historic context. I believe that this area of marketing was so underrepresented in the USA textbook approach that a marketing history group was formed in the American Marketing Association. I wrote and published a historic account of a key concept in marketing that had been developed without any accurate examples or historic facts.

Consumer Behavior and Marketing Ethics Diet

If I am the only marketing professor to bring forth the idea that the marketing of the American diet is dominated by unhealthy foods I would be surprised.

McDonalds has been accused of more than the addition of excessive salt to their fries. Because of consumer and especially governmental and military concerns about the mass market diet in the USA McDonalds has taken national steps such as eliminating super sized portions.

The comparison of potato chips to a potato and the nutritional value of each are well known in nutrition education. The marketing of a potato in the form of potato chips bring much greater revenue and lower nutritional value to a consumer than that of a potato. I have had many ethical discussions with my students on the sale of potato chips and many other high margin foods with low nutritional return to the young and the poor.

I have had this dialogue with many classes and the majority opinion of the students is always that the buyer should be able to make economic decisions that are not beneficial. Those in marketing would call this the creation of added value. I put this under an example of consumer behavior for obvious reasons. This is also an ethical and societal marketing issue.

Marketing mix, Marketing Segmentation, Targeting, Positioning for 1 1/4hours and Marketing Ethics

What can I say? The student was just uninformed about the mistake in the syllabus. I did not realize this or I would have corrected her misperceptions. She should have been criticizing me for taking so much time in this class for material that on a monolinear syllabus should only be part of the next class.

Consumer Marketing and Marketing Ethics Elvis

It is too bad that Elvis was unable to separate addiction to prescription drugs from drug addiction. One may speculate that marketing of legal drugs has caused many people to misuse and misunderstand. Much is being said about this in the media.
The price of drugs outside the USA and the inability of people to afford these drugs is a major issue and reflects a marketing point of view that has been challenged all over the world.

Bill Gates was proposed to my students as an example of a person with great wealth that was using his gains for socially responsible efforts. I believe to have a legacy of curing many diseases that have been overlooked by the large drug companies is worthy of discussion in a marketing class in the USA.

The use of immortality as a motivation to purchase products and services is timeless. We all face this issue, even the student and professor.

Creation of New Products, Social Responsibility, Marketing Ethics and Societal Marketing

The students negative reference to profit (in) or (is) waste also shows a lack of new product development understanding and social responsibility. For example changing steam to a liquid from the cooking of apples to make apple juice. The reselling of movies through different outlets and media is the recreation of a product long thought to be valueless. The diversion of heat in an apple plant to reduce the cost of production is reflected in higher profits from the sales of the produced products. See marketing work of Michael Porter and cost.
There is a current large movement for waste reduction that is led by corporations such as Duracell, Ford, and Nike. These companies are seeking greater profits, social responsibility, and less environmental damage in the production, marketing, and reclaiming of their products. The shift as I think I explained to the class is to divide materials into two ideas. One category is no negative impact on the environment and the other is must be recycled.

The example of the professor using paper on both sides is again, Real Life Learning. This shows through example how each of use can contribute to the larger marketing issue of destructive production of products. The professor as part of Real Life Learning classroom must set an honest example to gain creditability with students. To profess a position and not link it to a personal action is a monolinear teaching philosophy limited to examples given by the textbook.
In the case of profit from waste the only connection that the student made to marketing was the film industry. This is a start.

Two Hours had Passed and Marketing Ethics

40 minutes Kitty Kelly
35 minutes reading a list
1 1/2 hours on Mkt. Segmentation, Targeting and Positioning
According to the student 1:30 of the 2:00 that took 2:45 hours in her assessment was spent on marketing.

Buyer Decisions and Marketing Ethics

$1500 dollars of Yales money wasted? I have taken the time to go through the students letter for several reasons.

The students reaction and writing this type of letter in marketing and business terms is destructive to the student, the professor, the department, the School of Business, the University of New Haven, and Yale University. As the students professor I wish administrations had given me a chance to explain and help her to see the value of marketing and the course before the decision to circumvent academic practice.

This letter demonstrates a strong resistance to the skill of asking for clarification and to look first to find understanding of a point of view. I believe that to help a student have an experience that may lead to understanding rather than intolerance is one of the goals put forth at all levels of education. If not true we are just purveyors of state, religious, or corporate propaganda. A minimal exposure to world history shows that intolerance of the other has led to great human loss.

To immediately assume the person writing such a letter has acted in good faith and has identified actual experiences within a nominative context leads to a question of motive.

I am philosophically committed to the idea of many truths. As a professor of marketing I understand truth as embedded within a contextual framework. Insights should be found in examples that are also outside of the publisher motivation to product a textbook, provided test banks, overheads, videos, and many more supplements. As professors we blindly agree to the assumption that this truth is without motive.
 
I have thought having written many books and articles in marketing, taught marketing throughout the world, and having a great deal of broad and particular marketing experience in life is appropriate for discussion in my classroom.

Yale as an institution does not succeed when their employee are not given a chance to learn at a fellow university. For the top administration at Yale to see the form and tone of such a letter written on Yale stationary by a graduate of Yale and an employee should give pain to any compassionate person in power. The first question I believe they would ask is why such a reaction?
I would be happy to show this letter to the President of Yale with my assessment.

I have never had a problem with marketing content in my classes. My challenge as a Professor of Marketing has always been in two areas, the incorporation of instructional design principles and marketing ethics. I have never responded when accused of not teaching marketing as a code word for the inclusion of instructional design and marketing ethics.

To bring these two issues to the attention of any direct or indirect critic that would be a challenge to their own foundation for existence. I have always believed it best to take the path of leading through example. I have never wanted to be a challenge to a fellow marketing professor in the areas of instruction and marketing ethics. I also did not want to suggest that dogmatic adherence to a textbook created, and marketed through major industrial outlets is a terrifying proposition. I have always known this and have been careful never pointed this out to anyone outside of the classroom. I have taken the position that we need all kinds of professors with different skill sets to contribute to our students development. This is my worldview and I am well aware that other worldviews encourage tolerance and intolerance the understanding of the professor. The monolinear professor justifies organizational intolerance to support their actions.
I have always been happy in marketing and at the University of New Haven because I think my life, research, and unique skill sets can make a difference in the life long success of my students, the field of marketing, and the University. I really like the students, staff, and faculty. I have never been discouraged with students that could not or would not learn because I was one of them and I was able to overcome this in my life.

I do not believe I have ever written such a letter as the one that was written by this person but I only see it as an opportunity to offer help. Help may be refused for many reasons that are not obvious to respondents. I still believe it best to offer help that is honest and nonjudgmental even if we think it may be otherwise. This is part of my Christian belief system.

I have worked tirelessly to not criticize and through example to be a role model for Real Life Learning in and out of the classroom. I have observed for years the continual solution to our steady decline is found in the monolinear separation of curriculum, content, and business ethics by students, professors, and administrators. AACSB according to Dr. George Haley is most concerned currently with the lack of instruction and ethics in business education. My concerns and efforts started twenty years ago with the belief that I could do something to assist.

For all my academic life I have pursued the inclusion of broad ethical understanding and instruction that followed a Real Life Learning approach. In spite of occasional denigrations by a colleague who them self possess varying levels of knowledge, personal success, and understanding of different ethical foundations. It is far easier to talk than to actually attempt to apply ethics without judgment to improve each students path toward wisdom. I did not see this interest and focus as creating a personal threat but rather a noble quest.
Business professors are set adrift in the classroom with no experience or knowledge of the philosophical and instructional possibilities to be explored. I try not judge anyone. To be accused has again become the same as truth in the academy. To accuse falsely because of power, self protection, and economic motives is a well traveled path. I do not want to carry the cross. I am not worthy.

The identification of the missing components of instructional design, marketing ethics, and sharing power with students is not yet considered the main stream. To continue to follow past practice is the real marketing survival issue for private institutions of higher learning. This is especially identifiable when the institutions attempt to follow the same form of marketing as those who receive direct or indirect governmental support. This is simple and well understood in theory. The difficulty has always been the selection of examples and the identification of actual positions in the marketplace.

The approach taken within the University of New Haven to this letter has given me endless hours of thought. I have and always will work to improve my students understand of marketing. I have added several new strategies to help students to improve instructional design marketing capabilities in and outside of the classroom because of this thought. I believe that these changes will be reflected in less initial misunderstanding by a small percentage of students.

I strive to create a marketing learning environment bringing marketing ideas, ethics, and practice together for each individual student. I have through a religious, ethical, intellectual, and philosophical foundation never wanted to follow the path that any student should be ignored and separate because of instructional or ethical foundations.

In a declining market such as that experienced in current private business education all the changes in curriculum and course direction is still only selling a marketing commodity. The differentiation and decision making of current students in the selection of a university degree has nothing to do with the actual course content. If it did then every liberal arts graduate should be a failure in business.
 
President Kaplan has verbalized that he has identified instruction and the ethical relationships between the teacher, student, and course content as the center of the new direction and focus of the University of New Haven. I have every reason to believe that President Kaplan has the understanding, philosophical foundation, and the marketing expertise to make these linkages happen if he wants to. This is indicated by the Presidents first act was to create smart classrooms. The selection of smart classrooms would be at the bottom of the list for many leaders, administrators, and professors of private universities.

I have done a life time of work in this area of marketing. I have written two books that apply instructional design to marketing that are yet to be published. The business and education environments have not yet evolve to encourage this change in focus and relationships. With academic leaders in the world these books may have a chance to see the light of day. To focus on instructional design and ethical foundations in our content areas will bring us success. This will fail if the students identify these issues as a marketing or public relations campaign without substance.

October 2004
First meeting with Dr. Judd about the letter sent by a student.

Oct 2004
I cannot remember the day.

Dr. Judd called me into his office and discussed a letter from a student sent to the Dean.

He asked me to read it and discuss if I believed what was said to be an accurate account.

I said that many things that were said were correct but the order of presentation and the context had been greatly modified.

I said that everything I discusses was linked to an aspect of marketing. I offered Dr. Judd to check a certain things that he said were a stretch. He suggested that salt and sugar were not an addictive substances. I said that I disagreed and would he
consider looking them up. He said no.

I discussed that wars had been fought over the addictive substance chocolate. He was unaware of this and thought this type of historic reference would take too much time away from consumer marketing and the 4Ps.

I said to Dr. Judd that I was surprised that the Dean did not send the student to me first for resolution.

This did not seem to be an issue for Dr. Judd.

Dr. Judd was professional but unwilling to listen to rationales or evidence.

Second meeting with Dr. Judd
Oct 26 04 3:30

Dr. Judd called me into his office to talk about marketing classes and what should be taught with the context of these classes.

He stated that he had heard that I do not stick to the topics in the text book and tend to bring in areas that the field may consider to be marketing related but are not in the textbook.

Areas such as public relations are covered under different subject areas at the University.

The impact on of the structure of industry on marketing should be very briefly discussed.

The use of historical chronology to bring the student up to current knowledge should be kept at a minimum.

The use of different cultural points of view and of those consumers who follow a metaphysical approach to life should be a very minor focus of my time in class.

Unless the topic is discussed the textbook. For example the effect and different perceptions of marketing of a consumers who adhere to Christianity, Judaism, Islam, Hinduism and Buddhism was again a minor marketing issue. The impact of books such as the Bible, Torah, Quran and other great books in the world should not be linked to marketing practice or behavior.

I should stick to consumer marketing and not discuss other aspects of marketing such as government supported industries and their approach to marketing in depth.

Dr. Judd said that both the Dean and Dr. Judd have heard over the last 5 years from students that they had learned nothing in my classes to help them in marketing.

Dr. Judd wants to assess my students work and is supposed to report his findings to Provost and Dean. If necessary they will move me to another area more in
line with my interests.

Dr. Judd also said that they were serious and that the Dean was not that creative and he stuck just to the fundamentals. He also said that the Provost considered himself to have great familiarity with marketing.

I said that I believed in framing marketing within a broad context and then bringing it down to the specific. Dr. Judd said the broad context was taking too much time and stick to the 4 Ps.

I asked Dr. Judd when he wrote his report to make sure that the language he used could not be interpreted in more of a negative way than he intended. He agreed.

Dr. Judd also led me to believe that the Dean had done extensive interviewing of my students.

November 2004

Letter to The Faculty Welfare Committee

To: Faculty Welfare Committee
From: David Morris
November 9, 2004

Bob Rainish
Mike Rolleri
Saion Sinha
C.E. Vlisides
Bill Tofoya
Mike Saliby
Roger Frey
Guillermo Mager

Reference: Provost Cherrington Report

This is to inform you that the Reassignment of Faculty Policy Guidelines and other initiatives should be taken very seriously.

I am sure you are aware as stated in the above memo that the administrations management practice is to hire top consultants and legal expertise to assist
them with all initiatives.

Do not make any decisions on our behalf without the counsel and input of equal or better legal advice. To do so can put us all in a very negative position in the future.


TO THE UNIVERSITY FROM PRESIDENT KAPLAN

-----Original Message-----
From: Kaplan, Steven
Sent: Thursday, November 11, 2004 6:44 PM
To: UNHall
Cc: Kaplan, Steven
Subject:

Dear Colleagues:

Last Wednesday the BOG!/s Nominations and Governance Committee voted unanimously to recommend to the full board that Dr. Jim Fisher be selected to conduct a review of Board governance at the university. During that meeting, I also recommended that Dr. Fisher!/s review of Board governance be accompanied by an institutional review. Today at a special Executive Committee meeting with the full BOG, their was a solid consensus that we combine the Board and the intuitional review. I also sought and obtained feedback on the latter issue from the faculty advisory board I created to look at long term academic planning at UNH; and this group too supported the idea of an institutional review as part of our planning process. It is my expectation that this review will serve as a foundation for assessing our progress on the recommendations of the Commission as we move into the fifth year of this ten year plan, while providing a foundation for future strategic planning at UNH.

Jim Fisher is the author or editor of ten books, and is considered by many to be the most published author on leadership and organization in higher education. Dr. Fisher is President Emeritus of Towson University and President Emeritus of the Council for Advancement of Education. He has served as a consultant to more than three hundred colleges and universities and has conducted hundred of governance and institution reviews for public and private institutions and systems.

One of the primary aims of the review is to provide a completely objective, informed and candid profile of the University conducted by widely experienced professionals. Dr. Fisher will chair a team of four persons. None will have any vested interest in New Haven. All will be considered authorities in higher education and experienced in conducting institutional reviews. The team will evaluate the present condition of the University, clarify roles and make specific and strategic recommendations for the future. This review will also be of value to external organizations and agencies as a measure of the extent to which the University is committed to improvement and enlightened change. I have interviewed presidents at several universities where Dr. Fisher has conducted institutional reviews, and they told me that all who are involved in the process are more thoughtfully invested in the institution after an institutional
review.

The Review will consider the following in terms of strengths, limitations, aspirations, and then make strategic recommendations: (1) general condition; (2) Academic programs; (3) Technology; (4) Faculty; (5) Students; (6) Administration; (7) Budget and finance; (8) Senior Officers; (9) Private support and outside grants; (10) Public relations; (11) Governance, both campus and board; (12) Strategic planning; and (13) Other issues and conditions presented during the course of the Review.

The final report will be based on data gathered by the team or provided by University Officers and others; and, most importantly, it will be based on confidential interviews conducted with more than 100 persons, including faculty, staff, students, elected officials, members of the Board, alumni, benefactors and potential benefactors, newspaper editors and publishers, minority group leaders, officers of national associations and professional organizations, representatives of other colleges and universities, persons from the campus, community and region. After materials about the University have been received, interviews will be conducted over a 60-day period, but particularly during a three-day period (December 1-3, 2004) when the team will conduct in-person sessions on campus and in the area. Other interviews will be conducted by telephone. All interviews will follow the same general format, and all interviewees will be assured that their comments will be held in confidence but might be used in the final report without attribution.

Dr. Fisher will generate two reports: one with strategic recommendations to me and the Board on ways to strengthen the university, and one to the Board of Governors with recommendations on enhancing Board governance.

As many of you know, we have already over the past few months had consultants here to review admissions, financial aid, information technology, and most recently evening and graduate programs. I am also arranging for an external review of our facilities and maintenance. The reports from the consultants who conducted these reviews will be included in the materials I will send to Dr. Fisher. By the end of January we should have a detailed SWOT analysis of the university that will give us a better sense of our strengths, weaknesses, opportunities, and threats (thus SWOT). This analysis should provide us with a solid foundation for future planning and action.

I am confident that the external assessments from the above activities will enable us to strengthen the university and make it a better place to work for all of us and an even better place to learn for our students. As an institution of higher education, our mission is to generate new knowledge and to question the truth and meaning of existing knowledge. It is in this spirit that we should embark on the above process of self-discovery. Please feel free to contact me by email if you have any thoughts or suggestions on the intuitional review or any other matter pertaining to the University.

President Kaplan Visit to My Marketing Class

RUEI-CHI JUNG <rueichi_jung@yahoo.com> to David
show details 11/16/04
Dear Dr. Morris,
What's the proper timing for giving the President Kaplan the gift tie? Right after the speech in class or with the thanking note on the next day?
Have a nice day.
RUEI-CHI JUNG


-----Original Message-----
From: Miller, Evelyn
Sent: Monday, November 29, 2004 11:30 AM
To: Morris, David
Subject: STEVE KAPLAN AT YOUR CLASS ON NOVEMBER 30

Hi, David
I know I told you that Steve needs to leave your class at about 6:00 tomorrow evening for another appointment.
Please let me know what he should be prepared to discuss.
Thanks,
Evie Miller



"Morris, David" to Evelyn, dmorris432
show details 11/30/04

Evie
Of course anything that he would like to discuss would be great.
Perhaps his idea of using Real Life Learning as a means of differentiating the University in the marketplace would be interesting.
We are all happy that he is coming.
David

Marketing Class

Told my students when asked about real life learning that it was just a marketing ploy.


"David Morris, Ph.D." <dmorris432@yahoo.com> wrote:

Hello
I forgot to ask. Did the president send you a thank you note or email after the class?
Dr. Morris
Thank you note
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RUEI-CHI JUNG <rueichi_jung@yahoo.com> to David
show details 1/18/05

Dear Dr. Morris,
Thanks for thinking of this, but sorry to say that no thank you note has received.
Have a nice day.


December 2004

Negative Times for All

I had perceived a great deal negative rhetoric from the new president about the dire position of the University. There was such a great amount of negative talk that I believed to be an exaggeration. From experience these exaggerations were of course just to coalesce power. Would the next move be to let this drop and move on or something much more dramatic?

An e-mail came to us all that he was going to have a completely objective, informed and candid profile of the University. This would be done by an outside consulting firm run by Dr. Jim Fisher. As an academic I looked up Dr. Fisher on the web and read one of his books.
Dr. Fisher was anything but objective. He consistently put forth a consistent position of what was wrong with higher education and what was his solution. He had assembled a team of former University Presidents to supposedly do this objective assessment. Dr. Fisher proclaimed on his consultant reports that he alone took responsibility for the content of the report. This seemed unusual for members of a team to not take responsibility for a report. I have seen where members doing a report would sign their names as supporting a report or not. I believe that nonsupport is called a minority view.
To continue to test my initial hypothesis about the objective truth of this assessment of our university by the new president I looked up several of Dr. Fisher's reports. These were only reports that I could find on the web that were published by other universities. After about two hours of research I decide to write my own Fisher report for our university using the other reports as a template. I then e-mailed the report that I had done to myself. This was done by me after the consultation team had come to gather information. This was long before any report was said to have been submitted to the University.

This is one of the most interesting things I ever did in my life.

Once I had found what I believed to be Dr. Fisher's consistent point of view and sent the email to myself I really pondered if our president was aware. Had he inadvertently hired a consulting firm that seemed to give a consistent answer for their university assessments. As a person with corporate experience I was well aware of corporate consultants and report outcomes. Our president had come from a liberal arts background and perhaps he had picked a firm that may not be that objective? He claimed on his vita to have done post doctoral work at Harvard in what I interpreted to be one of Harvard's premier business programs. I was just not sure how informed he really was.
If I had informed the president and he was aware I would be seen as obstructionist and perhaps more bad things would be happening to me. If he did not know then how could he back away from the findings and all the money before they even presented their report and not loose face? I thought if he had done a similar assessment to mine and found this out he would do better to let the so-called objective assessment go and then not follow the findings. If he were to stop the consulting firm after they had signed agreements he would appear weak and indecisive to the board. So I thought it best to let it go and see what happened.










January 2005
Judd 1/05
Hallway
Told Ben that I was still working with students on their work and I would turn exams as soon as that was finished.
Agreed.

February 2005

Judd 2/05

Ben picked up in my office (I think)
Turned in exams
Exam books
2 MK 300
1 609
Fall Semester
2004

March 2005

Judd 3/05

My office
Asked Ben how he was coming on the assessment for the students work.

He said he just had not had the time and he would have to take a sample and make an assessment from that.

Judd 3/2/5

My office

Dr. Judd came in with his assessment of the final and midterm. He stated that he thought that the students did not demonstrate enough depth on knowledge of
marketing terms.

He also stated that there were several complaints in MK 300 that the students were not learning marketing. It was a waste of their time. Several complaints had gone to the Deans office and were being studied.

He also said that I should use the cases in the back of each chapter as a form of discussion and grading.

I said that I was unsure of why and showed my outlines from Feb 7 until Feb 28. I said I would try to get the others from before to see what I covered. I could not figure out how to send before. I was trying to send through my UNH email and they did not make it to the email so I switched to my yahoo.

Ben asked for a copy of the midterm and final that I showed him and I said I would send after today when I gave the other 25 terms to the students.

I also suggested that he bring in those who are complaining and ask them about the class notes and their relationship to class discussions and marketing?

He said he would check.

Ben said he had to go to a meeting.

I am going to ask for the exams back from Ben today.


Judd 3/2/05

Email
Sent Ben an e-mail asking for the exams back for my files.
No response.

Judd 3/4/04

Saw Ben in a meeting of a candidate for a position. At the end asked if he got email. Said yes. I asked if the exams would be returned. Ben said I will talk to you later and left.



TO AAUP FROM DAVID MORRIS
From: David Morris, Ph.D.
Sent: Monday, March 14, 2005 11:40 PM
To:AAUP

Subject: RE: Sending 4 James L. Fisher Ltd. Reports

March 14, 05

XXXX XXXX

The reason that I informed AAUP of my findings is I thought they would be of interest to your organization. What I would like is for someone to read them at AAUP and come to their own conclusions.

As far as documents at the University of New Haven are concerned I believe that our assessments from James L Fisher Ltd. have also come to the same conclusions. I
heard the documents are in the hands of the board. Perhaps the faulty will never see them.

I have brought this information to AAUP not knowing if your organization has already come to the same conclusions and have been working on this for a long time.

When I saw the reports on the web I realized that everyone of the assessments came to the same exact conclusions. Although I know this happens all the time in corporate practice I was take back to see this in
academic institutions.

I believe that James L. Fisher Ltd. and their assessments will impact my life as a professor. I believe that these reports are seen as truth by boards and they will feel obligated to take steps to make the suggested changes. Former presidents of Universities appear to have given their names and prestige to sell out the faculty in favor of top administration.

The cost of such reports to an institution are low if leadership can use them to change power to the president of a university. In the case of my own university I believe that it is possible that our president knew these outcome and has used this firm to abuse power.

What can AAUP do for me? I have no idea. I thought I was doing something for you. A friend suggested to me that I write an article for AAUP outlining what I have found. I do not know if this is something that is done. If I bring this forth and no one cares I will
face the whirlwind sooner than later.

Can I survive a post tenure review at my university? Can I survive the attack that I do not teach marketing to my students? Not easily if top administration keeps to their script. Can I beat back their attacks?
Most likely.

How many professors have been harmed by this strategic technique.

David Morris, Ph.D.

Grievance Committee Would Not Answer or Meet Anyone

As a Professor we were able to submit a grievance to the faculty. The Faculty would then investigate and then write a report. For one year the University the Grievance Committee did not meet or respond in any way to a submitted grievance. I do not believe that this had happened before this.

Grievance Submitted on 3/17/05 To UNH Grievance Committee No response yet

To: Faulty Grievances Committee
From: David Morris, Ph.D.
Date: March 17, 2005

Dear Members of the University Grievance Committee: Members, Allen, Bell, Bogan-Daniels, Raucher, Roy, Golbazi, Judd

I would of course request that Allen, Judd, and Roy step aside.

I would like to file a grievance against Dr. Ben Judd, Chair of my department. If there are procedures that I have to follow to formally file a grievance please let me know. If you require supporting evidence from me let me know?

I request that the following actions be taken on my behalf.

1.
I want this harassment of me to stop by Dr. Judd and anyone else influencing his behavior.

1.1
I want my grade books and all my student's exams returned at once.

1.2
I would like a list of those individuals who have had possession of my exams and grade books.

1.3
I would like to know who else in the University is involved in my harassment and why?

1.4
I would like in writing an explanation of what is going on and why this harassment is occurring?

1.5
I would like to know how many students have been interviewed from each class and why?


1.6
I would like to know how many students were counseled and or encouraged to be disruptive in each of my classes?

1.7
Is there anything in addition to the one enclosed student letter that I should be made aware of that I have done or not done?

1.8
I would like the exact rational and grounds for insisting that a tenured faculty member should follow any marketing textbook without deviation or face being removed from their department?

Chronology and Thoughts

2. E-mail request to visit my class. 9/15/04
A Yale employee e-mailed me and asked if she could come and visit my class to decide if she wanted to begin a marketing certificate program at UNH. I e-mailed her back with the requested syllabus and said it would be fine with me.

2.1 Visit to my class. 9/21/04
The person came to my class in the second week and states in her letter to have stayed for two hours and to have left at the break. I had no conversation with her to my knowledge.

2.2 First meeting with Dr. Judd.
Several weeks later I was called into Dr. Judd's office and a copy of a letter was shown me and I was asked to respond. This copy was addressed to the Dean of the School of Business. The letter was dated 9/23/04. I was told that the letter had been widely circulated and the provost and others were very concerned. The letter outlined a list of the senders perceptions of what she deemed to be unrelated examples of marketing content in the two hours she spent in class. Along with her assessment of what constitutes marketing she added her personal feeling about the professor and the students around her.

2.3 Verbal Response
My response was that I thought if I had been given a chance to talk to the person instead of administration immediately taking the most negative path it may have become a good learning experience for us both. I thought that this was normal procedure with a complaint in the School of Business. I still believe the decision made by the provost and dean (and perhaps many others) not to have a meeting between the two parties took away my ability to bring about a resolution. If this proved unsatisfactory then a meeting with others could be arranged. I would have suggested that since she copied individuals at Yale they should also be asked to attend. This may have revealed a totally different reason having nothing to do with me for the letter.

2.4 Follow the Textbook Only
I was told at this time by Dr. Judd that the Dean and Provost were calling in my students and asking them to comment on what they believed to be marketing content and their perception of how well that content was being covered. I was also told I must absolutely follow the textbook or I would face being moved to somewhere else in the University where my skills were a better match. This was in my hands to rectify by
following the textbook.

2.5 Agreed to Continue to Work to Improve I said that I would continue to create new ways to help my students to learn marketing from the textbook and other sources. The insistence on following only the textbook was news to me and to my knowledge I had never been told explicitly to do this before. Marketing and management are not accounting and statistics courses. I have also never been told that there was some type of universal rejection by my students of my marketing teaching methods and content selection.

3. Second meeting with Dr. Judd.
In a second meeting Dr. Judd said that their discussions with students had revealed to them that it was true that the students believed I was not covering marketing content in my classes according to the textbook. This was determined, I believe by asking students if I was directly following the textbook chapter by chapter. Dr. Judd said that the provost had delegated him to look at my students' exams to determine if my students were actually learning anything about marketing. Dr. Judd told me that he alone would be reviewing these exams and then he alone would make a recommendation to the provost. He was given this task and these exams would not be shared with others. I agreed because I believed that my student's privacy would be maintained. I asked Dr. Judd when he wrote the final report that he write it in a way so that it could not be misinterpreted.

3.1 1/05
At the beginning of the spring semester 2005 I gave exams and grade books to Dr. Judd as I had agreed.

3.2 2/05 Checking
Several weeks went by and I asked Dr. Judd if he had a chance to look at the material. He said that there was so much to read that he would just have to look at a
sample.

3.3 Not at Anytime
I was never asked any questions by Dr. Judd after he received the exams such as what are the pedagogical reasons behind the assigned learner tasks? What are
the foundations derived from learning theory in the way that I had structured my class? What are my expectations for applying these particular evaluation tools to measure student performance?

3.4 To the Committee
I also note to the grievance committee that President Kaplan and the provost have made real life learning a focus of their initiatives at UNH. This focus has been expressed in several documents, talks with faculty, and in the media. Dr. Charles Vigue was asked to chair a committee and report back to the president last summer. My Ph.D. is in Instructional Design and one of my expertise and interests is in the design of marketing instruction. I am particularly interested in real life learning as applied to marketing education, my classes, and marketing practice.

3.5 Follow the Textbook
As a Marketing Professor with Instructional Design expertise I realized early that the textbooks designed for marketing students were sub-optimal and in fact cognitively destructive as a learning tool. In spite of this both the midterm and final paper for each of the reviewed course reviewed require knowledge derive from the textbook. The students finals were totally derived from their textbooks. My classes have never been a monlinear march from chapter one to the end of a textbook. When accuse by the dean and provost through Dr. Judd that I was not teaching the textbook I did not want to criticize and challenge my colleague's instructional acumen or their reasoning for such a conclusion.

3.6 Follow the Textbook
I am also accused of not following the textbook by the visitor because I included historic content through chronologies that bring the student to current marketing actions. I cannot justify the education that I have been given as a gift from God to become a functionary of a textbook created by a conglomerate for profit. There is a major movement in the United States that links current textbook content to the bias
and greed of publishing conglomerates at the expense of American students. Lynn Chaney is a leader in this movement in the USA.

3.7 My philosophy
For a student to enter a specialization such as marketing and not bring with them anything that they learned before is nonproductive and perhaps destructive to our civilization. I do not believe that it is in the best interest of administration to attempt to force the point of view created by two major conglomerates striving to enhance sales of marketing textbooks from university bookstores. I would also ask the committee to inquire into the financial returns to universities directly and indirectly from textbook firms each year? Who are the specific beneficiaries of those moneys and perks? This may bring a different perspective to the dogged support by university departments, schools, and administrations and their insistence on textbook usage.

3.8 My Philosophy
As a marketing professor I believed my role in the classroom is to bring to each of my student the best that I am capable of achieving. Within this environment I believed as my professors believed to add underlying theoretical and philosophical foundations, histories, and struggles that brought those in current marketing to their conclusions.
Although many of my students could not have been selected by Ivy League Universities I have never believed that my students should be dumbed down and trained. What would their families say if professors were to believe that at UNH their students were only entitled to a textbook education in marketing?

4. Third meeting with Dr. Judd 3/2/05
Without any questions or clarifications pertaining to the analysis of my students' work an assessment was made. I felt the sting of insight that countless of others in the world have faced. The words came ringing through show trial and I could not help but turn to see if the executioner had arrived. To paraphrase, student understanding of marketing was not fully developed. I was never asked what changes I had implemented since the original discussion with Dr. Judd and what did I find from those changes. Again I was told that I was not teaching marketing in my Mkt 300 class. I ask three times was he sure it was Mkt 300? He said yes and many students had again been called in top administration and they had identified that I continued not to follow the textbook chapter by chapter. I had failed to uphold and heed their well
intentioned warnings. I showed Dr. Judd the notes for Mkt 300 that I typed on the computer during each class to help the students organize their thoughts. When Dr.
Judd saw that they were absolutely marketing related the got up and began to leave. I said he should ask these students if these are the notes from the class or is someone making up stories. Dr. Judd said yes he should. That day I sent an e-mail to Dr. Judd to return the exams according to our agreement.

4.1 3/3/05
The next day I saw Dr. Judd in a meeting and asked if he had received the e-mail. I said again that I wanted the work returned. He said he had to go and he would
talk about the exams later and then left the room.

4.2 Student Exams
I do not know what happened to my student exams and Dr. Judd has not been forth coming. Did Dr. Judd give three classes of my students? exams to someone
violating an agreement between colleagues? If so, a more appropriate action may have been to advised others that an agreement had been made and those
requesting this change should ask for the exams them self.

4.3 Sharing Exams
If Dr. Judd shared these exams without my permission or the permission of my students I believe it may be a breach of collegiality. This may also be a breach of
trust that a University must maintain between students and their professors. An example that comes to mind is a private tape recorded conversation between President Bush and someone many years ago. There are professors and administrators in the world who do bad things with information that comes into their hands.

4.4 Call for Controls
I ask for my student, the entire faculty, and myself that we all should be free from these abuses at our University. To accuse me of not following the textbook through intermediaries and putting my students into harms way is against my Christian beliefs. When any student or faculty member is denied their right to privacy at the University of New Haven I am ashamed that I was so naive and trusting. My students did not agree that their work would be observed and critiqued by someone beside their professor.

4.5 Right to Privacy
To show my students' work without any contextual understanding to anyone in or out f the University may reveal an intention to do specific harm. This methodology used to find so called truth does not represent the slightest under understanding of
research design. If a student were to do the same.


E-mail to Harvard

On 3/22/05, David Morris, Ph.D. <dmorris432@yahoo.com> wrote:
Dear Harvard:

I am checking a vita where a person has represented that they were in the 1997 Harvard Management Development Program.

One representation is that they received a diploma in this program. "Diploma 1997 Management Development Program, Harvard University"

Another represents is that they earned a post - doctoral diploma in Management Development from Harvard. "and a post-doctoral diploma in Management Development earned at Harvard"

In 1997 would an individual that was a Dean of a Liberal Arts College with no business education or experience have been able to gain admission to this program?

How much did the program cost in 1997?

Would a person in 1997 have been able to be sponsored by a university and not a business be able to gain admission to this program?

Is it legal for anyone to request verification that a person was indeed a member of the MDP program in 1997 if this information is represented as accurate on a University web page?

David Morris, Ph.D.


E-mail after meeting with the Dean

-----Original Message-----
From: Morris, David
Sent: Wednesday, March 30, 2005 12:55 PM
To: Schuster, Julian
Cc: 'dmorris432@yahoo.com'
Subject: Not teaching marketing

March 30 05

Julian

To Be or Not to Be Teaching Marketing

In our meeting today we discussed the absolute lack of professionalism in performing a fair review of my students work by Judd. To make a decision and write a report with no information about the instructional intent of a professor is uninformed at best. You are aware that my Ph.D. is in Instructional Design and I believe that those with minimal knowledge or interest in instructional growth should not pass judgment on what they believe they think is current. The field of Instructional Design has left many business and marketing professors behind. AACSB and other agencies are very concerned. My students papers are not a mass produced assignment with a fill in the blanks or select from a 4 possible answer multiple choice test. Judd sounded perplexed when he told me the student papers appeared to be disjointed in our last visit. Disjointed perhaps to the uninformed, disinterested, or vindictive.

Contextual

All testing is contextual. Many identify forms of testing as tyranny. To create and fabricate context with no regard for meaning does not show academic integrity or an awareness that different points of view can exist. The military is now changing their training model by applying multi-skilled instruction to soldiers. (that I have been working on in marketing for 20 years) A call to AACSB would bring on laughter that professors that are expanding the content areas of marketing by applying examples from the liberal arts are now singled out as deficient at UNH.

President Kaplan

I find it almost impossible that President Kaplan is unaware and not interested in the national cry for a change in instruction. I also must believe that this is being done to me without his knowledge. President Kaplans in his books and articles takes an extremely humane approach to people and their development within the context of community. He is on the Board of one of the Oskar Schinder Foundations and professes to have learned from his step-father the value of standing against the storm.

President Kaplans focus on real life learning and its requirement to move away from textbook dependence that obstructs marketing is well documented.

Marketing?

If Judd with direction or alone is attempting to create teaching deficiency to harm me for unexpressed reasons the University should consider that this behavior to be outside the boundaries of protected ethical responsibility and support. The Pope has said that unbridled evil is the great issue we all face.

I believe you when you say that you did not march in students at all to check on me both last semester and this semester. I believe that you also did not have specific students placed in my classes to report back to you on all actions that transpired in my classes. I also believe that you did not send in students to disrupt and confront me in class. I believe that you did not encourage students to complain and write letters expressing their disapproval about what they are learning in marketing.

Experience This Semester

This semester I have had some very disruptive students. In the case of one student I wrote a letter to security, that I did not send of my concern for my safety. When I thought he may just have been sent to the class to disrupt by someone I was much relieved.

MK 515

This semester in MK515 I was late because I got mixed up on the time that class started.

When I got to class several students had left because I had told them if I was not there I could be in the hospital with another kidney stone attack. I also told them that I may need an operation for a blocked kidney stone and it could happen very quickly. If I was not there take off and I would get back to them later.

Two days after I was late for my class Dr. Judd visited me and asks me if I was ok. I said that I was fine. He then asked why I was not in class. I said exactly what happened and that several students had stayed and we went the entire time. I said I got mixed up on the class time because perhaps the fears about my kidneys. He laughed and said that Jerry Allen had scheduled himself into two classes at the same time.

Mk 300

I had planned to give my midterm on a day in early March on the syllabus. I told the students that if they would like I could keep going over the material and give the exam at a later date. A female student that I have not seen since, started to raise her voice and saying that she could not handle the idea that the exam would be postponed. She also said that I must give her a specific date. This was required. I said that would be fine and I picked a date. Many students came to me with surprise about her request and the intensity of her reaction when moving the midterm forward. I just said perhaps she was prepared and wanted to get it over with.

Dr. Judd again returned to my office and mentioned that I had postponed the exam in MK 300 and that one student was upset. I said yes I did.

At this time I then knew that specific students were reporting back to someone. Dr. Judd suggested several times that this was you at the behest of the provost and president. I then knew that anything that goes on in class would be reported directly to you, the provost, and others.

This kind of experiences is the reason why it is best to inform a professor about a complaint from a student. I have never given any student a lower grade that did not agree with me. I always and still believe that it is my role to clarify and give them the chance to learn. (That I was given) Even after the course has ended.

Dr Judds mantra students are still complaining. I will not tell you what they are saying or who is saying it.

If Dr. Judd has taken this responsibility onto himself for personal reasons or some kind of vendetta it is worthy of exploration by the University. If Dr. Judd has done this without your knowledge (as you stated to me) at the behest of the provost or anyone else what is going on? Why would they go around a dean if they thought their behavior was ethical?

Dangerous to Everyone

These are very dangerous concerns if they are representative of a small cabal of people in an American institution of higher learning. As I told you I have filed a grievance against Dr. Judd. You may share any findings with the grievance committee that relate specifically to your exclusion. We both agreed that we are not afraid to face down evil no matter where it is found. And as you say the truth will come out.

I will keep you informed.

Every best wish to you in your life,
David Morris

April 2005

Here are the references from the web of Fisher Reports that used to write the report for UNH. This is a good example that even information people do not believe it will be them.

Illinois State University September 27-30 1998
http://www.bot.ilstu.edu/fisher/ISU_review.pdf

Old Dominion University January 21-22 2000
http://web.odu.edu/webroot/orgs/AO/PO/bovpols.nsf/files/01-21-22-00.pdf/$FILE/01-21-22-00.pdf

Towson University March-June 2001
http://www.towson.edu/tu/events/tureview.pdf

Grambling State University October- December 2002
http://www.gram.edu/Departments/Public%20Relations/Archive/Special%20Report/Grambling%20Reviewfinal.PDF

University of Louisiana at Monroe December 2001-Mar
2002 http://www.ulm.edu/review/review.pdf

Here is my report that I did for UNH after 2 hours of research on the web and then I e-mailed to myself in December 2004.

When the Fisher report was given to the University, the President in my view went into an extreme mode to try to save us all from evil and sloth. He stated that now he had what he required to turn the corner and create a great and prosperous future for UNH. According to the president in a meeting with the board and Dr. Fisher without the president we were told that Dr. Fisher outlined what had to happen to keep us afloat. The board would have to act boldly and decisively to save the institution. If they did not we were in a slow decline to oblivion. I suppose Fisher suggested that the board specifically turn over authority and accountability to the president. He should assume complete control and responsibility over the entire institution including the faculty. He must have a mandate.

In a meeting in April to tell us all the terrible findings I got up and suggested that the President may have been deceived and hired the wrong firm. He did not say a word so I said I had looked up other reports from Fisher that were on the web and they all seemed to come to the same conclusions. I also said that I thought that the University must have paid perhaps hundreds of thousands for the Fisher report that I could have given to them for free after two hours work. No response

So I sent the e-mail I had sent to myself to the entire faculty. One of the most interesting things happened. Not one faculty member commented on my report and the strange similarity with our UNH report. We usually cannot resist commenting on everything and this seemed to the first time I could remember no one said boo.

-----Original Message-----
From: Morris, David
Sent: Sat 4/16/2005 9:23 PM
To: UNH-Faculty
Subject: Fisher and Morris reports


Dear Colleagues:

At our meeting with President Kaplan last week to discuss the Fisher report, I mentioned that I had predicted the content of the report based on my review of other Fisher reports that are posted on the internet. Below you will find an email that I sent to myself on December 26, 2004, which contains that prediction. (At the end I also wrote a "Morris report" of recommendations that I would make to improve the university.)

Every best wish,

David Morris


"David Morris, Ph.D." <dmorris432@yahoo.com wrote:
Date: Sun, 26 Dec 2004 19:48:58 -0800 (PST)
From: "David Morris, Ph.D." <dmorris432@yahoo.com
To: dmorris432@yahoo.com

Assessment of current position at the University of New Haven Board

The governance issue is the most critical area.

Unclear and competing power centers. Board, President, Senate.
The Academic Senate must acknowledge the authority of the President and finally the Board of Governors over the University.

Academic Senate makes recommendations to President who makes recommendations to the Board.

The Board must assume responsibility over the constitution and the University.

President is delegated power by the Board.
The Board should reframe from day by day operations.

Faculty

The graying of faculty.
Faculty feel that administration does not respect performance.
Low performance has no consequences for faculty.
Tenured faculty must be evaluated by piers.
Tenured faculty may be terminate after 7 years.
Merit pay only form faculty increases in salary.
Never seen faculty moral so bad.
Faculty unappreciated ignored, threatened, and treated with distain.
Negotiate early retirement with faculty.
Define faculty workloads much more clearly.
Real time instruction must prevail.
Older faculty openly confessed that they are turned off.
Faculty must be more rigorous on tenure and promotion.
1940 tenure statement. Term contracts preferred over tenure.
President should not defer to the wishes of faculty.
University is not a democracy.

Technology

Faculty do not know how to use the technology.

Administration

Too many positions not filled.
Timid uninspired unimaginative management and administration.
Ingrown administration and management must be assessed.

Schools

Weak School of Business and Engineering.
Program consolidation and elimination recommended.
Schools have not capitalized on opportunities.

Admissions

More selective for freshmen.

Campus

Should work to become a more friendly campus.
Living facilities for students must be upgraded.
Course schedule reforms required.

Provost

Assess adjunct professors.
Review current academic leadership.

President

Reduce those who report to the president.
Undated 5 year strategic plan.
More closely identify benefits with cost of growth at the University.
Campus in need of major upgrading.
Technology in need of major upgrading.
Development in need of major up grading.

I added my David Morris Report (For Free) to the e-mail that I wrote at the same time and sent to myself together

President must increase gifts and giving to the University.

Deans and Chairs should serve at the will of the faculty.

Individual initiatives over collective initiatives.

A thousand simple low cost actions over one or two big initiatives.

Internal creation of programs should follow success. Not the other way around.

Use resources of the institution in much more creative and interconnected way.

Eliminate textbooks from the classroom.

Eliminate packaged online courses.

Encourage suggestions through email.

Any individual should have access to up to $1000 of seed money to implement any requested initiative. If an initiative is successful an assessment team should determine its value to the University and the person should be compensated.

Any publication or reference in a mass market outlet of a member of the University where the University is referenced that member should receive $25 dollars.

All events at the University should be videoed, edited and put on cable television. If student produced and edited $100 dollars per project. Faculty produced and edited should cover cost and computer and software.

Letter to the Provost

Marketing Professor
April 25, 2005
Provost XXXXX
University of New Haven
West Haven, CT 06516

Dear Dr. XXXXXXXXXX:

Academic freedom is implicated by threats to teaching methodology. Connecticut is one of the few states that protect First Amendment rights in the workplace.

I received my Ph.D. in 1986 from Syracuse University in Instructional Design. Scholars with a Ph.D. in Instructional Design have an expertise in incorporating a systems approach applying analysis, design, development, implementation, and evaluation to both general and particular learning outcomes. My scholarship, interests, expertise, and real world experiences include a focus on bringing Instructional Design to students and the field of marketing.

My continued interest as a marketing professor at the University of New Haven has been to design a learning environment to transfer relevant marketing knowledge, skills, and attitudes (KSA) to all students. I am humbled that I was given the opportunity as a marketing scholar in life to provide my marketing students Instructional Design expertise.

Marketing Professor

I began at UNH as an Assistant Professor and was promoted to Professor based on the criteria of teaching, service, research, and publishing specifically in marketing. My books and articles have been successful and the American Marketing Association sold my book Marketing as a Means to Achieve Organizational Ends that applies my Instructional Design methods. The AMA also contracted, published, and sold three small books of mine applying my particular Instructional Design methodologies. My book Market Power and Business Strategy was reviewed by the Journal of Marketing, April 1998.

Marketing instruction in my courses is designed and delivered based on my own experiences and instructional research and theory. At the University of New Haven I have pursued the goal of always improving the marketing instruction, experience, and expertise of students. I have been committed to have all students leave my class with the ability to Apply real marketing skills and attain wisdom. My educational and instructional strategy is to help all my students to succeed. The focus has been on providing marketing instruction that is both inclusive for all learners and exclusive for each learner.
Instruction Still Misunderstood

Until the current changes at UNH, my Instructional Design teaching and evaluation methods were viewed as an asset by students, the field, and the university. When I read that you and President XXXXXX were advocating a real life learning approach at UNH, I believed that business education at UNH had a very good chance to now develop and thrive. I speculated that President XXXXXXs diploma in 1997 from Harvards, Management Development Program had given him these current insights. Many business and marketing professors are without the instructional knowledge and interest to link the liberal arts and actual business practice to their content area.
 
Therefore, I was surprised when Dr. XXXX reviewed my students work last semester to make an assessment supposedly at your request; he had no interest in asking me anything about the purpose and reason for the design of assignments, testing, and the methods applied in the recourses. In another instance when you visited our department, my colleague, Dr. XXX made sure to read you a written statement about how the department had three "old timers" and how he was ashamed of his colleagues lack of teaching ability. One of the other three "old timers" in the department told me that he had gone to the Chair and XXXXX XXXXX to protest this SWOT Analysis and Dr. XXXs views of his senior colleagues. I asked myself, why Dr. XXX would write such a document and present it when you were visiting our department meeting last fall. I also was surprised that you did not make the slightest statement of concern about XXXs obvious reference to older colleagues and their value to the department. When I protested to Dr. XXX, you remained silent, and even took Dr. XXXs document when you left.

Instructional Design: The Chair

I have been viewed as an asset by previous administrations because of my work, expertise, international success, and teaching applying instructional design. To my dismay on four subsequent occasions starting last fall I heard from my Chair Dr. XXXX that I am supposedly not teaching marketing to my students. In the last meeting with the Chair, he suggested that you and President XXXXXX wanted XXXX, XXX, and XXXXX to come to my class to assess my teaching methods. What has happened to the principle of academic freedom?

Instructional Design: The Teaching Threat

Teaching is an area of great concern for business professors because administration and colleagues can and do use instruction as a form of punishment and rejection. When accused of poor performance in the classroom most business professors are not able to respond and link their actions to sound instructional research and theory. To protect themselves from attacks a large number of marketing professors follow the textbooks along with their mass produced additional support materials. This has ruined our marketing students education and taken the education of our students out of the hands of the professor.

Indeed marketing textbook devotees may actually be a key reason for declining enrollments. Any student that can read at a 7th grade level can read the textbook to themselves. Top administration may now be criticizing professors to save money, cut budgets, and increase profits by delivering less for more money to students.

There is no real effort to eliminate marketing textbooks and expend university resources to improve the Instructional Design KSA of marketing and business professors. This is particularly true in state institutions in the large introductory marketing courses where textbook sales are the greatest. From my perspective the AACSB considers that the large introductory marketing courses should be taught by professors without tenure or a so called scholarly focus. A professor interested in students should want to reconsider teaching the big undergraduate courses without a textbook and help as many students as possible to attain a love for learning through marketing. I was taught this lesson through the example of my world-renowned graduate professor. XXX.

Instructional Design: Marketing Process

I will outline a few Instructional Design principles that I follow. You and I had a specific conversation about marketing instruction and the difference in the concept of Instructional Design in marketing and electrical engineering courses and textbooks. A look at an electrical engineering textbook shows that the field attempts to follow a general design process. This is electrical engineerings particular interpretation of the scientific method. As we discussed, mass marketed textbooks in marketing change the design process more than sixty times.

This is as if marketing textbooks applied sixty separate scientific methods to marketing content. The design process is defined as a sequence, structure, or cognitive scaffolding to be followed to organize and attain a purpose. I believe that not one of my marketing students should be asked to learn all these unnecessary changes in design process in their textbooks. I apply a consistent adaptation of the ADDIE Model, creating nonlinear Instructional Design systems model from the one developed for US military instruction.

When a student suggests in a course evaluation that they have not learned marketing, it represents to me their resistance in the universal struggle we all face of moving from childhood, where there is one correct answer into cognitive adulthood, where there may be many. Corporate marketing success is only found when combined with a design process. Without a design process the marketing student can do nothing except write essays and fill in multiple choice exams. The entire field of science would be valueless without the scientific method. It is my professional belief that professors or students that rely on marketing textbooks have little chance to succeed in marketing practice.

According to Descartes it is in the creation, holding, and following of method that moves science forward. American marketing students are deprived of a consistent, reoccurring method and therefore have minimal educational experiences that lead them toward improved performance in marketing. Our marketing textbooks expect the student to learn sixty different scientific methods. These sixty changes in method are also followed in textbooks with marketing examples and understanding that reject any dialogue with the liberal arts. A common design process in marketing now allows the professor much more flexibility to bring a broad range of examples that help develop an educated mind.

Instructional Design: Marketing Content Delivery

The research in instruction has shown that students learn best when they are exposed to information using a variety of instructional delivery methods. So imagine my disbelief when a student complained that they had to endure poetry in a marketing class. Poetry and marketing overlap, and current marketing practice attempts to model the poetic form to increase consumer consumption. Prominent marketing professors George M. Zinkhan and John F. Sherry Jr. have linked marketing and poetry in scholarly journals. The poetic form applied to marketing attempts to condense and transfer meaning. The Nike ad "Just do it," is an example of the poetic form.

Instructional Design: Marketing and Liberal Arts

Research and public opinion have identified that a liberal arts education does impact our lives. It is well documented that business education has failed to give its students a broad and multifaceted approach to marketing. It is a tragic example of our lack of professional success when academic leadership encourages students and professors to reject religion, philosophy, science, history, music, art, neuroscience, and storytelling as irrelevant to marketing practice and education. The current corporate academic vision of centralized instruction within universities will solve nothing for students or professors.

Instructional Design: Marketing and Storytelling

Storytelling has been the foundation of learning and teaching before we had written languages. The application of storytelling in corporate marketing practice has never been challenged. Marketing textbooks have done a poor job of applying storytelling and Instructional Design with their case methods. I was given encouragement and faculty development funds by Dean XXXXXXXX to implement a storytelling approach in marketing at UNH. We both agreed that this is how new marketing areas are developed and institutions differentiate their programs and products. My classroom approach and book Marketing Strategy: A Storytelling Approach, 2003 applying a storytelling approach to marketing are an outcome of the Deans support with development funds.

Instructional Design: Marketing Textbooks

Textbooks in marketing that are poorly designed and constructed do not add much to students KSA in marketing. There is a major national movement to reverse the corruption, ideological dominance, and lack of substance in textbooks. Marketing textbooks are controlled by two for-profit textbook conglomerates. I would believe that any professor or administrator that is suggesting that the current marketing textbooks represent the slightest understand of the application of Instructional Design methods and indeed current marketing practice must have a financial interest in them or little understanding of marketing practice. Most disconcerting of all for me is the lack of encouragement of students in professional business programs that could lead them toward wisdom. Our current textbook dependence in fields such as marketing has failed to provide our students with a genuine education or even adequate job training.

Instructional Design: Marketing Cases

The Internet should influence marketing professors to create new forms of practical instruction and eliminate the current antiquated case method dominating marketing education. The continued application of the case method from Harvard and marketing cases in textbooks still incorporates primitive Instructional Design understanding. My guideline for applying Instructional Design to the case method has been published by the AMA.
 
Instructional Design: Student Fears in Business Education

Many students come to marketing with educational success defined by a training model of learning. When challenged with a learning environment and examples that require higher level thinking skills in marketing they become uncomfortable and fearful. Those who have been successful in a particular learning and evaluation environment that focuses on competition among students may also find it difficult to allow others equal success. As a professor I am well aware of these fears and always attempt to design the instructional environment so that all can succeed. This requires trust, some effort, and adjustment in a students learning style. Instructional Designers and the military are closing the gap so that all learners can succeed.

I find many students in universities have absolute fear of getting a low grade and others have given up on getting high grades. After these two groups succeed in my courses they are much more aware of what they have accomplished in marketing. Military funded Instructional Design research since World War II has been implemented by many nations. Instructional Design has been adapted and transferred to business practice and in major universities. Instructional Design has been applied to distant learning in the most effective programs and courses. Without Instructional Design the attempts at distant learning at universities like ours will fail to transfer KSA. Distance learning is not easy or inexpensive. Distance training that is poorly designed is much easier and costs less. Students that are exposed to courses that are superior examples of Instructional Design will not be happy when they experience the dollar store products that have been sold.

The Pope: "Be Not Afraid"

The solution is not to create an environment where professors are afraid to improve instruction in their business content area. It is also counter productive for the long term survival of institutions such as ours to set into place systems where administration encourages professors to reach for the lowest common denominator. My own experience with my department chair and his stated position that he was acting for the provost and the president have led me to question the intent behind such actions.

Tenured professors are being accused by unnamed students and unregistered individuals and threatened with being transferred or fired in an attempt to reduce costs. The repeated mantra by administration that they are searching for the one professor that is not teaching their state approved content sounds much like Cold War Russia and pre World War II Germany and Japan. How could anyone in a university administration in the United States expect a tenured professor to agree and deprive their marketing students of the most current content, liberal arts linkages, and Instructional Design models in marketing? How could an American professor participate in the dumbing down and continued exploitation of their middle class students by participating in a two tiered education?

Yes, I always want to improve, and this idea has been part of my life and modeling to students. I believe that it is my responsibility and academic right to bring to my marketing students the benefit of Instructional Design, current experience, expertise, and the linking of marketing to the liberal arts. I have filed a grievance 3/17/05 against my chair asking for an investigation. I would like a copy of Dr. XXXXs assessment that he submitted after looking at my students work.
Academic freedom is implicated by threats to teaching methodology. Connecticut is one of the few states that protect First Amendment rights in the workplace.

Every best wish,
DM
Cc: President XXXXXX, Dean XXX
XXXXX, AAUP, Counsel, Grievance Committee Members


May 2005

Email from Provost 5/9/05

David,

The review of your teaching performance by your colleagues has to do
with what is listed under Article II, Section 2 'Academic Freedom',
paragraph 'a' of the current Constitution of the Full Time Faculty of
the University of New Haven. I quote:

"A professor is obligated to teach the content of a properly approved
and published course or curricula and to meet the needs of a
prerequisite, an accreditation requirement, or a contractual
commitment."

It is not about the teaching method. It is about whether or not you are
teaching what your peers consider to be the appropriate marketing
content.

I suggest you concentrate on working with your departmental colleagues
to ensure that the students in marketing courses are receiving the
properly approved content.

Yours sincerely,

Blake Cherrington

May 2005

They Come for Me

300 Orange Avenue
West Haven, CT 06516

Dept of Marketing and International Business
Minutes: Meeting of Marketing faculty within Department on May 24, 2005 2-3:30 pm
Present: Prof. G. Haley, Judd, Roy, and Wang. Absent: Prof. Morris

This meeting was called after discussion among department members for available dates and an email call for attendance.

Topics discussed:

A. Announcement of feedback from Provost on B.S. Marketing & B.S. International Business program review.

The Provost issued a recommendation to the new dean, Boronico, that he should create an evaluation committee for a comprehensive review of each major in the fall and that he should involve some outside experts within the region. We should begin identifying potential regional experts for this process. The suggested deadline for recommendations of outside consultants is July 1, 2005.

B. Course issues in MK300 and MK609

There have been a number of student complaints, both written and verbal, about the overall teaching in these two introductory courses. Criticisms have included both quality of coverage of "standard" introductory material and the process of evaluation, exams and papers. Considering that these courses can affect pursuit of a marketing major or concentration and that this content is an important preparation for other business courses, the marketing faculty wishes to create a system to improve coverage.

This discussion led to a resolution formulating a new policy (below). The resolution was passed 4-0.


Policy regarding coverage of content in MK300 and MK609:

1. The committee of five faculty regularly teaching Marketing Principles (G. Haley, Judd, Morris, Roy, and Wang) will jointly prepare the syllabi of required topics to be covered in these courses. The chair will assign 20% of the topics in the syllabi to each of the five faculty. Each faculty will develop about a half-page outline of their assigned topics.

2. Each faculty will also prepare a set of suggested test questions for their topic area. Some of these will be included in a standard exam for each course. These standard exams will be used to determine students' course grades. The actual exam questions must be selected from the suggested test questions. [e.g., about 2-4 questions selected per chapter in a mid-term or final exam]

3. Each instructor teaching MK300 or MK609 is free to select any textbook they prefer. However, it must be generally consistent with the standard coverage outlined in the standard syllabus.

The proposed date for implementation of this standard departmental syllabus and examination in the two courses is Fall 2005. The chair will assign topics (about 3 topics per faculty) within the next week. If possible, faculty should submit their proposed syllabi portions and study questions within the next month.

The chair will distribute a sample syllabus page and question list within the next week.

The meeting was adjourned at 3:30 pm.

Prepared by Ben Judd, May 25, 2005


When they start in it is an ancient ritual of rejection. The reasons are all for self.

6/9/05

June 2005

Evaluating Us All But Really Me


I just found this correspondence in my office near my desk today.

To President Steven Kaplan and Provost Blake Cherrington

From: David Morris, Ph.D., Professor

Request for Suggestions by Provost of Outside Faculty Reviewers Memo dated May 20, 2005

Not sure I sent this will check.

I. Best Academic Choice to Help

Scott Armstrong, Wharton University and anyone else that he deems to be helpful in this process. Scott Armstrong has the credentials and experience to help our department to prosper.

II. Invite Practitioners to Proposed Marketing Assessment

I would suggest that the following practitioners could help us get
back on track and return to a marketing program with obvious links to current and future practice.

Steven Jobs Apple
Anne Mulcahy Xerox
Jerry Yang Yahoo
Jeff Bezos Amazon

III. Prominent Marketing Textbook Author

This would add support to President Kaplan and the Provost's request that the department conform in introductory marketing courses to the textbook and their provided examination questions.

Suggested Textbook Authors
Philip Kotler Northwestern University
Garry Armstrong University of North Carolina
Charles Lamb Texas Christian University
Joseph Hair Louisiana State University
Carl McDaniel University of Texas at Arlington

IV. President Kaplan and Real Life Learning

Business education and real-life-learning according to President Kaplan is where "faculty are practitioners in the field they are teaching, bringing life-based lessons into the classroom." 6/6/05

V. Response to Provost Cherrington's Questions and Concerns

Perhaps the Provost's concerns and call for "serious questions regarding competitiveness" in marketing is directly related to marketing course content and instruction. One may observe that the shift away from what President Kaplan refers to as life-based lessons is highly correlated to our decline in student enrollments. We seem to have transformed from a combination of teaching marketing practice and scholarship to an exclusive focus on academic scholarship. In the past scholarship was not viewed as our central and only focus.

VI. AACSB

In an unsuccessful attempt to achieve AACSB accreditation our students were lost in very large numbers. The philosophy may have been that once we attained AACSB accreditation a far better group of students would appear. President Kaplan's decision to forgo AACSB is a good first step but our destructive interpretation of the AACSB model has not been rectified by a return to a student focus on marketing careers. President Kaplan has identified campus beautification as a more effective means of attracting and maintaining students.

Our interpretation of AACSB guidelines of rewarding scholarship over our students continues and enrollments still decline. An example of this misinterpretation may be that the writing and publishing of a scholarly books is not mentioned under accomplishments in the Provost's memo. Another point is that AACSB does not take any position on the inclusion or exclusion of textbooks in marketing courses. Retiring, moving, and attacking professors has never been the issue at UNH. Many of us were here when enrollments were very high.

Our University represents its mission to be preparing students for work. The fixation on AACSB and the lack of interest in the preparation of business education students have not been lost on students. Students continue to move to programs that they believe are more capable of linking them to actual practice.

A university education is not a training program but we must be very careful in business education to market and deliver the knowledge, skills, and attitudes KSA that incorporate both wisdom and practice.

When companies attempt to maintain a model that is obviously rejected by their customers continued survival becomes more difficult. Corporate focus when this occurs seems to always be to redouble their efforts to impose greater orthodoxy. This is followed by a scourging of anyone equipped to identify alternative causes and solutions. At this point everyone is vulnerable accept for a few insiders.

VII. Instructional Design

Instructional design as a field has been embraced by military and corporate educational theory and practice since WW II. The military and corporations have always had the added educational requirement of job performance. For Universities to profess a linkage to job performance in their business education may not be enough to convince students that this happens.

VIII. Balance in Marketing Education

It may have appeared that I have sacrificed my own scholarship to balance our singular AACSB focus toward scholarship and away from marketing students. Although I have directed my KSA to transfer current and future marketing practice to prepare my students for work and life I have been producing and carrying on research. As a tenured professor I believed this to be my contribution and my obligation to my students and the nation. This has taken a great deal of my time and energy and my efforts are now gaining support and substance that will be reflected in greater publication productivity.

For the benefit of my students I will be happy when asked, to help others to move back to a balance between scholarship and practice through instructional design.

Every best wish,

The Provost Suddenly Decided to Leave UNH


Another Meeting of Faculty Called

The president started the meeting with a threat to everyone. He would not tolerated any of those who were against saving the institution. He would find them and get rid of them. I knew he was telling the truth.
The Provost got up who had just decided to leave the University suddenly and went on for ten minutes about how bad things were. A few faculty members spoke up after this but they were shouted down by some others. No comment.

New Dean Of Business Arrives J Boronico

Facility Yearly Report

I knew that my Faculty Evaluation Report Must be Honest and Inclusive. I Also E-mailed My Evaluation to the President. Noting in My Evaluation for the President of a University that to Force Textbook Use May be a Conflict of Interest Because of the Money Involved.
Faculty Development Report 2005

The Following is an E-mail From the President Back to Me Followed by My Report.

David:

I am having my office forward your concerns to your dean, who is the one who should respond to such matters. the items that you say I have mandated are not ones I have any knowledge of being involved with, except for my emphasis on real life learning. thank you for your input. Steve

From: David Morris, Ph.D.
Sent: Fri 6/10/2005 1:57 PM
To: Judd, Ben; Kaplan, Steven; Morris, David
Subject: Report Contains specific requests to President Kaplan

The University of New Haven
School of Business

Faculty Professional Development Activity Report
For Calendar Year, 2005

When completed, this report will consist of four sections: (1) your professional development goals, (2) your plan for meeting those goals, (3) a description of your professional development activities over the past year, and (4) an evaluation of your progress toward meeting your professional development goals in the past year.

Name: David Morris, Ph.D.

Rank: Tenured Professor of Marketing

Department: Marketing and International Business

Faculty Profile Category: Teacher Researcher

(Note: If your profile category has changed in the last year, please explain the reason (s) for the change as necessary in your description of your professional development goals and plans).

Please provide responses in each section of this document and return it to your Department Chair by May 1, 2005. Please provide information whenever "input necessary" is given and complete all tables. Limited space is provided for responses on this form in order to conserve paper.

1) Professional Development Goals

This first section of the Faculty Professional Development Activity Report provides you with an opportunity to review and define your goals for professional development. Identify for each category of activity: teaching, scholarly, and service, one or more professional goals or objectives. To the extent possible, please separate these goals into those you hope to attain in the coming year from those you would like to satisfy over a longer (three to five year) horizon. These goals should be consistent with the mission of the School of Business and the University of New Haven. Be as specific as possible.

Goals for the Coming Year (2005)
Three to Five Year Goals (2005 and Beyond)

Teaching Goals:

To continue increasing the numbers of my marketing students that adds to and applies their marketing knowledge, skills, and attitudes (KSA) in academic and corporate practice.

To help students learn how to identify and determine unethical performance in marketing education and practice.

To help students apply marketing KSA by placing marketing decisions into historic chronologies.

To help students develop the KSA to find and assess marketing information from a broad range of Internet sources.

To help students develop a love of learning by linking marketing examples and stories to the liberal arts.

To continue to encourage my students to link, identify, and draw their own conclusions of their textbooks and experiences as representative examples of current corporate marketing.

To continue to apply and deliver instructional resources through the grateful addition and use of the smart classroom to assist and help my students to learn marketing KSA that can be taken with them into their lives.

To begin each marketing course with the educational and personal philosophy that I owe it to every student to give them access to the KSA to achieve an A grade. Scholarly Activity Goals:

To attend one conference and publish one or more journal articles.

To create a national awareness of the need for real reform and change in marketing education that incorporates the research and practices applied in the military since World War II.

Service Activity Goals:

To continue with the current radio show and TV cable access show.

To expand the application of my work in marketing and storytelling into several cable access TV stations.

To assist the Irish History Roundtable and the Irish American Community Center in putting their events on cable access TV.

To assist and help the Irish History Roundtable, Irish American Community Center, Celtic Learning Project and AAUP with marketing as requested.

To assist my students and American citizens in the development, identification, and the ability to differentiate marketing learning environments and current content and instruction that follow codes of ethics modeled on those of the American Marketing Association.

II) Professional Development Plan

Now that you have described your professional development goals, this second section of the Faculty Professional Development Activity Report provides you with the opportunity to explain in detail how you intend to meet them. Be as specific as possible: outline the resources needed to attain your goals, the time frame over which they will be accomplished, and any obstacles you foresee.

Teaching Obstacles:

I have requested to always have a smart classroom. Without this resource I believe that students are hindered in their marketing education.

I would request to have the University purchase for my students DVDs from PBS and other national outlets that are much more current in marketing KSA than the textbook topics and support material that have become advertisements to students.

Particular and General Teaching Obstacle Concerns

President Kaplan's statements when arriving on campus on real life learning were viewed as a positive change in instructional delivery at UNH. I would request that President Kaplan explore assisting marketing professors and top administrators in the basic knowledge, skills, and attitudes KSA of instructional design to begin the process of upgrading our KSA as a community.

Even though educational strategies and marketing content changed after World War II, the cold war, and the expansion of the internet textbook dependant students and educators may not have been encouraged by university presidents to incorporate these changes into the marketing curriculum.

Grievance Filed

I have filed a grievance March 17, 2005 that I am waiting to be resolved. To my knowledge as of this date nothing has happened.

I would request that President Kaplan maintain our current marketing students' education and postpone his plan to have marketing content and exams taken directly from mass marketed textbooks until this grievance is resolved. This action may be unnecessary if student complaints have occurred for reasons outside of the boundary of marketing content, delivery, and testing methods.

The above grievance seeks to explore if any student has been called upon to report back, write reports, and encourage decent based on what that student or others believe to be or not to be marketing academic and business practice. Similar actions are happening at universities where students believe that they have not been given the change to experience a balanced view because of the political philosophy from their professors.

The view that students may have been recruited for negative purposes may gain support if top administration were withholding written reports of particular students from a professor. In my own experience this year with the chair assessing my student exams I was told by the
chairperson that the student names and exams would not be shared with anyone without the knowledge of students and me. The sharing of student work without their consent may be viewed in higher education as an issue of student privacy.

American professors may also be concerned if students were recruited by administration or any other outside source to assess and determine course content and instructional design strategies in their classes. The risk is that these students may believe that this gives them a
mandate to disrupt, humiliate, frighten, and denigrate their professor and fellow students in every class. If the professor and other students are unaware of their misguided interpretation of purpose they may fear for their safety and the safety of others in the class.

II

I would also request President Kaplan consider postponing his current mandate that our department follow the introductory marketing textbooks and their testing to simply differentiate and identify professor performance. I would recommend that President Kaplan do an investigation into mass marketing textbook content and testing to determine the actual value of this mandate for our marketing students.

III

Changing University Focus

Three of the four largest for profit textbook conglomerates are now owned by firms outside of the USA. A national movement against the activities, cost, and content of textbook conglomerates and their economic beneficiaries are now supported by millions of Americans. Prominent Americans such as Lynn Chaney have embraced the issue of
inferior textbook content as a major national priority. University presidents that continue extracting high profits from students derived from selling marketing and other textbooks in their leased campus bookstores may be challenged that they may be benefiting from the creation of campus monopolies. This is especially poignant when current marketing textbooks are compared with existing instructional design and marketing practice.

It is the view of many concerned Americans that until universities separate themselves from the textbook business that university presidents should avoid commanding, dictating, and influencing professors to adhere to marketing textbooks sold through their campus
bookstores.

University presidents and marketing professors that have identify textbook supplemental test items as an evaluation tool to determine which professor is doing a better job of teaching marketing to students may be open to questions of conflict of interest.

A more contemporary question for university presidents and marketing professors is why do marketing professors continue to link mass marketing textbook content and instructional design to marketing practice? There appears to be growing support by marketing professors, scholars, and practitioners that introductory marketing textbooks lack empirical foundations for their marketing claims. There is also very little space dedicated within mass marketing textbooks that represents current marketing content and practice. My own preliminary research has determined that approximately 52 pages of a 600 page introductory marketing textbook can be identified as content contributing to learning marketing KSA.

I would be happy as a member of the UNH community and scholar if President Kaplan invited the community to an open forum with marketing practitioners to discuss general and particular claims that mass marketing textbooks represent a core of knowledge that should be transferred to marketing students.

Question 1: Are mass marketing textbooks, testing, and poorly designed instruction depriving the poor, working class, and middle class student of a marketing education?

Question 2: Are mass marketing textbooks, testing, and poorly designed instruction depriving students of an education that will move them to be a more informed and astute consumer?

Question 3: In an assessment conducted by marketing practitioners can a tenured professor of marketing with a Ph.D. in instructional design, twenty years of marketing teaching experience, and corporate marketing experience bring students a superior marketing education when compared to that of mass marketing textbooks?

Question 4: Has the educational promise to Americans that a specific education in business has greater value than a general education been kept when that specific education does not transfer to marketing practice?

The business model of cutting cost, overhead, professors, and programs to gain profits through centralized leadership now dominants state higher education in the USA. This once again leaves the education in the country to private universities who differentiate by moving
students toward knowledge and wisdom. Those private universities that follow the state model without vast government support and endowments may not survive in this arms race. The centralized leadership model of higher education in private education is not able to absorb centralized authority over time because sooner or later authority will be given to those who squander the gift. Corporate examples abound.

Scholarly Obstacles:

I would request that the University assist me in travel expenses to a conference to submit a paper. The UNH library can no longer acquire interlibrary copies of current articles that are not in our collection. I have many that I need to acquire.

I did not apply for a graduate assistant because I do not need their help all the time. I could use the help of a graduate assistant at different times to assist me with my research.

Service:

I would like the University to assist me in the purchase of cds, DVDs, and tapes to do the radio show.

Continue my service to the community of informing society through all available means of the abuses and unethical practices in marketing education and practice.

III) Professional Development Activities

Teaching Activities

It is a part of the Mission of the UNH School of Business that faculty engage in comprehensive teaching programs that communicate knowledge to our student body. This section of the Faculty Professional Development Activity Report provides you with the opportunity to document the outputs of your 2004 teaching activities.

Courses Taught

Please list the courses that you taught in calendar year 2004 by completing the table below. Attach a copy of the summary sheet of your teaching evaluations for each course listed. Where applicable, make use of the following codes to describe course related information:


C required computer use L required library use
0 required oral presentation  W required significant amount of writing
P required significant project  G required significant group work
Other (you define) internet research skills of inviting and manner with outside speaker *
SS social skills with fellow students, for example a birthday card on birthday

IFB Instant feedback skills Students asked to go to internet and find
answer immediately

Course Term (s) Codes
MK 609 Fall  C,O,L,W& I,O,SS
MK 300 Fall  C,O,L,W& I,O,SS
MK 300  Fall Accelerated  C,O,L,W& I,O,SS
MK 609  Spring  C,O,L,W& I,O,SS
MK 515  Spring Accelerated  C,O,L,W& I,O,SS
MK 300  Spring  C,O,L,W& I,O,SS
MK 316  Spring Accelerated  C,O,L,W& I,O,SS
* I did not write down which class did not have a guest. I am not sure
if every class had a guest. This is something I encourage and have
done since I began
to teach.

Advising Responsibilities

Please fill out the following table with a description of your advising activities. Quantify and document all reported activities to the extent possible. Be as specific as you can (e.g., number of review sessions held, extent of involvement in student academic activities). Feel free to add any activities not listed below (e.g., supervision of doctoral students, dissertation or master's thesis committee service).

2004-2004 Advising Activities Activity
Comments
Advised several students
Several Offer individual review session to every student. More than 5 Assist students that are having difficulty succeeding.

Many

Instructional Development

On this page, describe your instructional development activities for 2004. Please provide a summary of your teaching experiences for the year. How did these experiences relate to your professional development goals? To your faculty profile? What helped or hindered the educational process? What plans do you have for continuous improvement of these courses in the future? Examples may include (but are not limited to) curricular development activities such as: use of new textbooks or other instructional materials, providing classroom links to actual business or firms, new course preparations, or innovations in the content and nature of a course. New courses or program changes in which you played a significant role should also be included here. This part will be used to compile the Instructional Resource and Responsibility Report.

Now summarize instructional development activities that produced tangible outputs. Examples may include: instructional grants received, textbooks written, preparation of study guides or teacher's manuals for textbooks, cases, software and other instructional materials.
Indicate the publication status of these activities. If unpublished, provide information regarding plans for eventual publication, if any.

Instructional Design

Fall semester: Put brief outlines of notes on the computer screen in the classes where this feature was available to me.

Fall Semester Videoed class lectures to make them available to current and future students. My plan was to put on UNH web page or use in a distance learning course. So far this has not happened. Learning curve and the resistance of a few students made it difficult at that time.

Spring Semester: Created and applied Power Point presentations in marketing classes. These were available to any student that requested them to be sent to them after class.

Spring Semester: Attempted to teach marketing through the use of the poetic form. Some students really enjoyed and learned and others were unwilling to attempt new (old) forms of learning marketing.

Spring semester: Used overhead transparencies from the textbook.

Spring Semester: Audio taped guest in sales management class to make CD available to students.

Every class: Attempted to teach the students a form of the military ISD instructional design method separating process, content, and outcome in marketing. I am one of a very few marketing professors to have both marketing content and instructional design capabilities. I find hundreds of students who return after my courses have figured out the importance of a foundation of an instructional design model in marketing and business practice.

All students are encouraged and asked to look up answers to posed questions on the Internet and then share their findings with fellow students.

I use a cell phone to acquire information about marketing during class to model to students that information can be acquired in real time.

I discuss the uses of text messaging and the applications to marketing. Every Course: Testing and classroom structures are developed to bring all students to a high level of performance in marketing.

Scholarly Activities

It is a part of the Mission of the UNH School of Business that faculty engage in scholarly research activity involving both the development and communication of knowledge to the academic, business and government sectors. This section of the Faculty Professional Development Activity Report provides you with the opportunity to document the outputs of your 2004 scholarly activities in these areas. NOTE: IF ANY OF YOUR SCHOLARLY RESEARCH OR OTHER PROFESSIONAL DEVELOPMENT ACTIVITIES HAS ALREADY BEEN DESCRIBED IN THE TEACHING ACTIVITIES SECTION OF THIS REPORT, DO NOT INCLUDE IT AGAIN IN THIS SECTION.

Research

In this section, please list the outputs of your scholarly research activities for 2004. Examples may include (but are not limited to) journal article publication (specify refereed or non refereed), conference presentations and proceedings, book reviews, editing of research materials, reviewing journal articles, and citations of your work in other publications. For unpublished research, please differentiate between completed projects submitted and currently under review (specify journal title and date of submission) and research in progress. For the latter, specify the estimated completion date, activities remaining before completion, and the targeted source of eventual publication.

The Development and Communication of Knowledge to the Academic, Business, and Government Sectors (Taken from above text)

Many institutions of higher education have incorporated other forms of scholarship. At Syracuse University one of my professors was promoted to professor with the support of his work in producing educational films.

Examples

A radio and cable television show that enhances and transfers the KSA of marketing. A book of fiction that ells a story. The story becomes a method to teach and transfer marketing KSA to the reader. The creation of poetry and satire that identifies and teaches lessons in marketing. An instructional design book with examples of how instructional design has been specifically incorporated in marketing instruction.

Research in Progress

This year I have researched, collected data, analyzed data and began several marketing articles.

Areas

1 Marketing Course Evaluations: Research, data collected, data analysis, and references collected 10 pages of article first draft.

2 Marketing Textbook Evaluations: Research, data collected, references collected.

3 Marketing Poetry Evaluations: Research, data collected, references collected.

4 Marketing and Meaning: Research, data collected, references collected.

5 Marketing Process and Instructional Design: Research collected, data collected, data analyzed.

6 Case Analysis in Marketing: Research collected, data collected,
7 The ethical crisis in the mass marketing textbooks. Potential book.

Now provide a summary of your research activities in descriptive form. Include the area (s) studied, methodologies used, and results obtained. How did theses experiences relate to your professional development goals? To your faculty profile? Detail how your research contributes to your teaching effectiveness.

Streams of Research

Storytelling and marketing strategy.

I am interested in the transfer of meaning in marketing.

I am interested in how meaning is developed, supported, and changed in marketing.

I am interested in the development of cognitive tools within the classroom that assist marketing students in forming an ethical foundation for their actions in marketing academics
and practice.

I am interested in the role and impact of the University, business school, marketing department, marketing professor, and marketing organizations in the unethical practice of teaching students from mass marketing textbooks.

I am interested in supplementing the inadequate marketing content and process derived from mass marketing textbooks.

Research in Progress

See above

Personal Scholarly Development Activities

Now that you have summarized the tangible outputs of your scholarly activities, please describe other personal development activities related to scholarly activity undertaken in 2004. This section offers you the opportunity to document the necessary and important activities that are a vital component of your ongoing professional development in this area. Examples may include (but are not limited to) attendance at regional or national meetings and conferences, attending courses sponsored by firms, taking part in on or off campus workshops, faculty internships with firms, etc. Be as specific as possible in detailing the nature of these activities. For example, if you attended a conference, briefly describe the nature of the sessions you personally attended. If you attended workshops, indicate their subject matter. Also please indicate membership in any professional or academic organizations, including offices and committee assignments held, if any.
Organizations

AAUP

Celtic Learning Project

Nominated to Who's Who of Professors 2005

Service Activities

One of the fundamental values underlying the mission of the School of Business is a commitment to striving for excellence in service that is responsive to the needs of our stakeholders. This section of the Faculty Professional Development Activity Report provides you with the opportunity to document the outputs of your 2003 service activities. NOTE: IF ANY OF YOUR SERVICE ACTIVITIES HAS ALREADY BEEN DESCRIBED IN EITHER THE TEACHING OR SCHOLARLY ACTIVITIES SECTION OF THIS REPORT, DO NOT INCLUDE IT AGAIN IN THIS SECTION.

Within each of the following areas of service activities (University, School of Business, and Departmental), be as specific as possible regarding the nature and extent of your involvement. Indicate if you were a committee or group chair, detail how frequently such committees or groups met, the nature of the issues considered, etc. Also please indicate in the comments section how these activities relate to your professional development goals. Add rows to the tables if necessary. 2004 Activities in Service to the University Activity
Comments

Videoed two events on campus for cable TV

This is an area to could be an area to develop at UNH

Two

2004 Service to School of Business Activity
Comments
Radio Show and videos on business
This is an area to could be developed for the School

Several

2004 Service to My Department
Activity
Comments
Radio Show and videos on marketing
This is an area to could be developed for the department
Several

Other Service Activities

In this section of the report, please describe other activities undertaken with UNH School of Business stakeholders during 2004.
Examples include, but are not limited to: community service,
contacting alumni, contacting potential employers of our graduates, etc. Also provide a general description of paid and unpaid consulting activities undertaken during the year. Summarize how these activities assisted your overall faculty development. Information provided regarding consulting activities gives us a better picture of our linkages with external stakeholders and may allow for better opportunities for our faculty to interact with one another.

IV) Professional Development Evaluation

Please use the following table to evaluate your performance during 2004 relative to your understanding of the relevant expectations provided by your faculty profile. Your responses will form the basis of your developmental review conference with the Dean.

In the second column, please enter the percentages specified by your faculty profile in the Matrix of Faculty Profiles. In the third column, provide an estimate of the percentage of your efforts devoted to each area indicated. Percentages must total 100%. In the fourth column, enter the term "below at," or "above" to evaluate your efforts in each area. This evaluation should be made consistent with your perceptions of achievement relative to the categories of concentration as outlined in Table 2 of the Faculty Professional Development Planning Process document. The Dean's evaluation, which will be entered into the fifth column, will be made on the same basis.

Philosophy
To give to my marketing students the gift of the ability to challenge their professor and textbook as a marketing authority, within the constraints of compassion, sacrifice, and diplomacy, and to seek out and share their own understanding from multiple sources to assist in their path toward wisdom and adulthood.

Category Of Activity
Faculty Profile


Teaching  33  Above

Scholarly 33  At

Service 33  Above

Total 100

"And then"

Had a talk with Hank Yaggie the head of WNHU radio station and identified some things that I believed to be blatant exaggerations that had been pulled on me over the past several months. I asked his advice on this matter because he had experience with the media having been the manager of a local TV station.
I was thrown strangely off my radio show that I had every Friday since 1992 on WNHU the next week. WNHU is a station operated by the University of New Haven.

Retire or Fired
June 2005

My yearly Faculty Evaluation 2004 was given to me in June 2005 by the Chair. I put this on the web site because it is part of a new academic strategy to retire or fire professors. It is amazing to me that colleagues will happily participate in such behavior. We seem to only identify this behavior in others and never in ourselves as we repeat this endless rituals.


 



 
 
Response to Dean on Judd Evaluation Of 2005

To: Dean Boronico and Interested Persons
From: David Morris, Ph.D.
Date: June 27, 2005
Reference: Response to Chair 2004 Calendar Year Faculty Evaluation
Introduction Academic freedom is implicated by threats to teaching methodology. Connecticut is one of the few states that protect First Amendment rights in the workplace.

According to President Kaplan "faculty are practitioners in the field they are teaching, bringing life-based lessons into the classroom."

6/6/05
According to Provost Cherrington "A professor is obligated to teach the content of a properly approved and published course or curricula and to meet the needs of a prerequisite, an accreditation requirement, or a contractual commitment. It is not about the teaching method. It is about whether or not you are teaching what your peers consider to be the appropriate marketing content.

According to the 2004 draft of Constitution Faculty are entitled to freedom in the classroom in discussing their subject, but they need to avoid persistently intruding material which has no relation to their subject. Faculty are obligated to teach the properly approved and published content of the course.

I have been viewed as an asset by previous administrations, colleagues, and students because of my work, expertise, teaching, research, writing, and international success applying instructional design concepts to marketing.

I have filed a grievance 3/17/05 against my chair asking for an investigation into what has happened to me this year. This is my second request for a copy of both Dr. Judds assessment of my students work and written student complaints mentioned in his report. Constitution Quoted by Cherrington in an E-mail to Me

If the president, the provost, AACSB, American Marketing Association, AAUP, or any textbook conglomerate is suggesting that a marketing professor must teach seventy-five textbook changes in process to be teaching marketing content in the United States I must share that this is not to the benefit of my students. (See Method) I am following my Ph.D. education in Instructional Design. I have even written, sold, and published this position through the American Marketing Association?

How could a professor of marketing in the United States be deemed less that adequate unless they agree to incorporate seventy-five changes in process? How could an American professor of marketing from a family that moved from working to middle class participate in the dumbing down and continued exploitation of their poor, working class, and middle class students by not giving them their best?

When accused of poor performance in the classroom most business professors are not able to respond and link their actions to sound instructional research and theory. To protect themselves from attacks a large number of marketing professors follow the textbooks including their mass produced additional support materials and inadequate exams. This fear has ruined our marketing students education and taken the education of our students out of the hands of the marketing professor. Indeed marketing textbook devotees may actually be a key reason for declining business and marketing enrollments. Any student that can read at a 7th grade level can read any textbook to themselves.
How can a tenured professor be threatened by unnamed students, unregistered individuals, their chair, and top administration with being transferred or fired for following and teaching a single marketing process to students? It is not in the best interest of students to create an environment where professors are afraid to improve.

Students

Many students come to marketing with educational success and failure defined by the linear pre World War I American model of the theory of identical elements. When challenged with a learning environment and examples that require higher level thinking skills in marketing that transfer to practice a percent of students become uncomfortable and fearful. Those who have been successful with a multiple choice, true false rote memory business education that encourages competition among students may find it difficult to allow other students equal success.

Success for all students is a difficult concept for the current dominant group of administration, and faculty in many universities. The change to a model for all to succeed requires trust, some effort, and a change in philosophy and learning style. Instructional designers and the military had to overcome this obstacle sixty years ago and create a learning environment where all soldiers could perform and succeed.

When a few students suggest in a course evaluation that they have not learned marketing, this represents to me the universal struggle we all face of moving from cognitive childhood where there is one correct answer to adulthood where there are many points of view. For thousands of years examples were drawn from religion, philosophy, science, history, music, art and storytelling as relevant to an education that would currently include marketing practice.

As a Christian I believe all my students including the most challenging are worthy of attaining success in my classes. I strive to help students succeed with the belief that when cognitive maturity comes they will do the same and help others.

Top Administration

I cannot speculate on the reasons for this criticism. My own experience with the department chair and his stated position in meetings that he was acting for the provost and the president have led me to ask what is going on? I still believe that this could be easily solved by President Kaplan.

Dean Schuster (The Dean Before Boronico)

I was given encouragement and faculty development funds by Dean Schuster to implement a storytelling approach in marketing at UNH. We both agreed that this is how new marketing areas are created and institutions differentiate their programs and products. Marketing education must continue to evolve with a balance between wisdom and training that actually transfer to practice.

Method

Many believe the entire field of science would be valueless without the scientific method. Mass marketed marketing textbooks change process, or method more than seventy-five 75 times. This is as if marketing textbooks applied seventy-five separate scientific methods to marketing content. I believe that none of my marketing students should be forced to learn all these unnecessary changes in process that are incorporated into their for-profit textbooks. I apply a consistent adaptation of ADDIE, creating a nonlinear instructional design systems model building on US military instructional advancements.

Conglomerates

There is a major national movement to reverse the corruption, ideological dominance, and lack of substance in higher education. Business textbooks are controlled by four for-profit textbook conglomerates. Three of the four firms are owned outside of the USA. Research and public opinion have identified that liberal arts knowledge, skills, and attitudes should continue to impact our business and marketing students education. Many believe that this void has led to ethical lapses in marketing practice. The research in instruction also continues to demonstrate that student learning is enhanced when linked and connected with many diverse examples.

Complexity in Marketing Practice and Education

Marketing is the most complex and changing area in business. Academic marketing is far behind current practice and instructional design. War is the most complex and ever changing human experience. Marketing and war require an understanding and capacity to function in a very fluid environment that incorporates both stability and flexibility.

Marketing academic KSA has created stability with their unchanging content (1 truth without change for over fifty years) and flexibility in the endless changing of process in undergraduate and graduate marketing textbooks.

My Lifes Work

My lifes work is the transfer of instructional design research to academic marketing that stabilizes process (1 reoccurring method) while maintaining flexibility in the application of marketing content. One may ask if I believe there is anything that transfers from academic marketing to practice. Absolutely when process is stabilized and content is understood, flexible, and current. This requires a rethinking of 600 page textbooks. As of this time far less than 100 pages have value to marketing students in their for-profit enterprise when common method is held constant.
 
Why would an academic refuse to explore the work done in instructional design and the military as it applies to marketing education? One of our greatest fears as humans is change. We believe (and perhaps correctly) that if the work of our life time changes we will be devalued. Good people may see their own future secured by supporting and destroying those around them.
 
My goal has always been to teach my students the keys that I have found to be successful in marketing practice. I was told while still at Syracuse University that this time would come when academic marketing education when we all will benefit from my lifes work. I then planned to happily share with all interested people the University of New Haven to return to them the lifetime of joy and knowledge that they have given to me

DM

Meeting With Boronico

I met with Dean Boronico and he actual looked at my work and findings. For this I was grateful to him. No one else until that point for almost one year would even look. Making up things as they go. The Provost and President.

I Put in For Retirement the End of June 2005

Interim Provost Hired

September 2007

New Provost Hired, I Applied For a Committee

From: Morris, David
Sent: Tuesday, September 26, 2007 4:17 PM
To: Dauwalder, David
Cc: Services
Subject: RE: Ad Hoc Review Committee for Cultural Experiences Abroad
Dear Provost Dauwalder:
I would be happy to serve. Please contact me by email.
I have taught marketing in many countries in the world.
David Morris
Professor of Marketing
 
-----Original Message-----
From: Dauwalder, David
Sent: Tuesday, September 26, 2007 2:00 PM
To: Morris, David
Cc: Johnson, Thomas; Simerson, Gordon
Subject: Ad Hoc Review Committee for Cultural Experiences Abroad

Donna:

SUBJECT: Ad Hoc Review Committee for Cultural Experiences Abroad
Please accept this invitation to serve on an ad hoc review committee that is being formed to help facilitate a UNH partnership with the firm, Cultural Experiences Abroad. I will be asking a committee of seven faculty members from across the disciplines at UNH to review and recommend whether the courses detailed on course syllabi reflect a course of study and a degree of rigor appropriate to warrant collegiate-level credit.

The courses in question are to be offered as part of Cultural Experiences Abroad, a firm that has served to connect U.S. students with study-abroad opportunities over the past few years. CEA is expanding to create several Global Campuses in several European citiesthe first two campuses will be in Barcelona and Florence. UNH is contracting to serve as the U.S. institution of record for courses offered on those global campuses. We want to ensure that the courses being offered are indeed worthy of collegiate-level credit. In addition, we will develop a set of minimal requirements for faculty to meet in being selected to teach courses at the global campuses of CEA.

Dean Johnson recommended you for this assignment. I have also consulted with Faculty Senate Chair Carl Barratt regarding the faculty appointments to this committee.   I will be asking Dr. Gordon Simerson to call the group together and conduct the review and discussion. We have 19 course syllabi for the Barcelona campus to review and 17 for the Florence campus. I anticipate that the task should take one or two meetings to accomplish.

Please respond by e-mail regarding your willingness to serve in this role.

David P. Dauwalder
Provost & Senior Vice President for
Academic & Student Affairs

From: Morris, David
Sent: Tuesday, September 26, 2007 4:40 PM
To: Morris, Donna
Subject: FW: Ad Hoc Review Committee for Cultural Experiences Abroad
 
Donna he may be responding to me David thinking I am you. I sent is a request to be on.
 
David


-----Original Message-----
From: Dauwalder, David
Sent: Tuesday, September 26, 2007 2:00 PM
To: Morris, David
Cc: Johnson, Thomas; Simerson, Gordon
Subject: Ad Hoc Review Committee for Cultural Experiences Abroad
 
Donna:
 
SUBJECT: Ad Hoc Review Committee for Cultural Experiences Abroad
Please accept this invitation to serve on an ad hoc review committee that is being formed to help facilitate a UNH partnership with the firm, Cultural Experiences Abroad. I will be asking a committee of seven faculty members from across the disciplines at UNH to review and recommend whether the courses detailed on course syllabi reflect a course of study and a degree of rigor appropriate to warrant collegiate-level credit.

The courses in question are to be offered as part of Cultural Experiences Abroad, a firm that has served to connect U.S. students with study-abroad opportunities over the past few years. CEA is expanding to create several Global Campuses in several European citiesthe first two campuses will be in Barcelona and Florence. UNH is contracting to serve as the U.S. institution of record for courses offered on those global campuses. We want to ensure that the courses being offered are indeed worthy of collegiate-level credit. In addition, we will develop a set of minimal requirements for faculty to meet in being selected to teach courses at the global campuses of CEA.

Dean Johnson recommended you for this assignment. I have also consulted with Faculty Senate Chair Carl Barratt regarding the faculty appointments to this committee.   I will be asking Dr. G Simer to call the group together and conduct the review and discussion. We have 19 course syllabi for the Barcelona campus to review and 17 for the Florence campus. I anticipate that the task should take one or two meetings to accomplish.

Please respond by e-mail regarding your willingness to serve in this role.


David P. Dauwalder

Provost & Senior Vice President for Academic & Student Affairs

David: If youre interested, I will add your name to the backup list for this group in case the individual who has been invited in Business chooses not to agree.

Thanks,
David Dauwalder

May 2007

We all received this email.
 
Separate and Everyone Believes They Are Alone (This can be true. Everyone else is afraid to support.) Sent to all by a faculty member.

Email May 4, 07
University of New Haven

To All UNH Faculty:

Dear Fellow Senators,

I had hoped to complete my Senate service responsibly, but unfortunately, the demands of waging a legal defense against the University prevent me from being at tomorrow's meeting. Please accept my apologies and my thanks for the five years I spent among you. I had the pleasure of serving with people committed to their students and to their profession, and I will always value that experience. I see the future of the University in a very grim light, especially recent strategies meant to make academic matters the bailiwick of staff, but I hope I'll be proven wrong. I wish all of you good fortune. I leave you with profound sadness and an equally profound commitment to redress the wickedness that has ended my career.


November 27, 2007

Tenure and Promotion Committee and
Department of Communication and Marketing
University of New Haven

Dear colleagues and Members:

This is a request to be granted the honor of Professor Emeritus status at the University of New Haven. I began my career at the University in 1986 after a semester at Trinity College Dublin, in Ireland. As a professor, I have traveled and taught marketing in many countries. I have consulted for companies such as Bayer and Texaco. I continue to write and make available many book, articles, and hundreds of videos and audios.

I believe that the experiences, contributions, and people at the University of New Haven have made my life far better. For this gift to me, I am thankful every day.

I have had and continue to have three goals as a scholar and teacher.

To be a positive role model in the life of learning to my students and people around me.

To contribute to the future direction of both academic and marketing practice.

To combine marketing education much more directly with the knowledge, skills, and attitudes found in all other disciplines and the liberal arts.

To this end, I work every day of my life.

It is my belief that no one knows how his or her efforts will turned out. I can say it was there to find because of the years of kindness given at the University of New Haven.

We are all soon forgotten and I take my place with countless others too soon.

All the best,


December 2007

Dean Boronico Suddenly Decided to take a New Job and Leave in December 2007

emaildavidmorris@gmail.com





 




I know about the Harvard Management Seminar. I saw that the cost now is $52,000+. The Harvard continuing education area also has a Harvard Management Seminar in Education. That costs around 5,000.

I wrote them and asked if they offered a diploma. They wrote back that the student get a certificate that has the name and the date of attendance.