I am a life long learner.  The story of my teaching and learning is best told through my text based academic portfolio and my more visual academic portfolio.  Please check them out.  Teaching connects to my consulting practice in many ways.  I have had the opportunity to teach clients in adult education classroom environments and informally as part of many consulting assignments.  Members of my professional associations have also been students at professional development seminars which I have offered on topics including Compensation and Pricing for Professionals, Career Management, and Professional Ethics. My philosophy of teaching and learning is summarized below:

Go out and make a difference. Everyone has a unique contribution to offer the world. My contribution is to help others discover and make their contribution. I am a channel for students to help them find their way and make career progress. In particular I help students understand business and government career opportunities, including entrepreneurship. Working in collaboration with teaching colleagues, our work together will help students in their careers so they contribute to business, government, and our community as a whole.

“Jules’ willingness to see students’ succeed is refreshing and inspiring. I would love to work with him one day and learn more.” – Enemona Dan Agada, Dalhouise University Management 1000 Student

“Somehow Jules helped me find exactly the right job. He took time to really understand what was important to me and matched me up with a position that was perfect for me.” – Andrew Mitchell, Business Analyst

Using a professional practitioner approach. I believe that learning experiences for students should be similar to work experiences they are likely to encounter in industry or government. Our interactions should be as they would be in the professional workplace. Classes are like meetings and should have clear objectives, an agenda which is respected, and meaningful content. Classes should be facilitated like an effective business meeting. Each class meeting should connect with the next one and be architected in a logical structure while at the same time being flexible to adapt to changing needs. All email communications should have a business tone and style. Individual face to face meetings should be scheduled as they would be with a work colleague. We should walk the talk together, behaving as the professional practitioner we are studying.

“Whether Jules is standing in front of a group presenting ideas, encouraging participation, or brainstorming, he is the consummate professional. He is relaxed, friendly, and completely prepared.” – Rosemary Bulley-Jackson, Employer Relations, Dalhousie University

Balancing theory with application. Many students are focused on learning for the purpose of achieving career goals. Often this means a first job or a better job. My job is to help prepare students so they understand the business or government workplaces they may seek. Selection of course materials should respect sound theoretical foundations while at the same time being contemporary and clearly relevant to today’s work environment. Exercises should focus on real life application. Readings, videos, group work, case analysis, simulations, guest speakers should take the student from the classroom to the workplace. Examples should relate to career challenges and opportunities often faced in first or early job experiences which may be imminent for students.

“This course was very useful to me. I learned how to organize my work with technology. I thought it was a great idea to have more assignments instead of exams. We learned more that way. Jules was very friendly and a great prof. He always solved problems we had in the course.” – Anonymous, Mount Saint Vincent University, Business 2155 Student

Delivering what industry needs and wants. There is a growing movement in the U.S. and Canada towards more professional practice oriented post-secondary programming targeted at industry needs. Programs such as the Professional Science Master’s represent a “significant shift from the traditional discipline-based, research-focused model” (Francis, 2011) and the Starting Lean flipped classroom Entrepreneurship program are great examples which I have researched and applied. I am an advocate for programs like this which seek to actively involve industry such that students better understand policy, demonstrate leadership, and communicate effectively. I believe that by working collaboratively with industry we can offer students a learning experience which better prepares them for what industry wants and needs.

“Jules helped Sage Mixology develop a model which became our business. As a mentor he provided relevant advice, experience, and connections. He believed in us and opened business and government doors for us.” – Daniel Bartek, Dalhousie University, Starting Lean Student

“Jules has been a wonderful chair of the industrial advisory board of the Faculty of Computer Science at Dalhousie University. His willingness to share his business experience through teaching for us is widely appreciated.” – Evangelos Milios, Associate Dean of Research, Faculty of Computer Science, Dalhousie University

Respecting the student as individual learner. I believe that in all forms and always teaching should show respect for the student as an individual. It should provide the content they need in a way that reaches them where they are. Students should be inspired and entertained.   Lectures should be full of authentic and vivid stories. Videos should be fast paced and hard hitting. Cases should be engaging and controversial. Exercises should be relevant and fun. A portfolio of approaches should be used to address the diversity of students in an ever shrinking world. Personal demonstration of my core value, “respect for the individual” should be clearly set as an expectation for our work as a class team.

“I really miss your class, every assignment I spent effort and did good work. This semester is my last semester, I am feeling very stressful because the courses are tough. But, I will work hard until the end and do my best and never give up, just like I did in your class. No matter how hard I feel currently, I will never give up. Thanks professor. – Jingnan Li, Mount Saint Vincent University, Business 2155 Student

Because our students deserve to be well served. I treat students like business clients. As I pursue a more learning-centred career I hope to have many more student testimonials like those I enjoy from my business clients available at www.linkedin.com.

“Jules has vision and commitment. He is deeply personally engaged in his work and he is an open-minded, people-oriented leader who gets results. Jules has contagious enthusiasm and is a great motivator one-on-one. I would work with Jules anywhere, anytime.” – Brian Hurley, Director, Gardiner Centre, Faculty of Business Administration, Memorial University

Francis, S. G. (2011). Professional Science Master’s Guide to Establishing Programs. Washington, D.C.: Council of Graduate Schools.

My teaching is very important to me at this stage in my life.  It has always been my intention to teach later in my career.  More and more its is my focus, albeit as a labour of love supported by my consulting career.  They are linked, which after all is the theme of this website.