Matthew A. Gilbert, MBA Presents "Doctorious: My Adventures in Education"

Below are the descriptions for selected courses I teach (or have taught) and the schools at which I teach (or have taught) them:

Axia College of University of Phoenix

Effective Persuasive Writing (COM-120): Focuses on developing the writing skills of entry-level college students. This 9-week course emphasizes the use of Standard English grammar and mechanics, correct spelling, and basic documentation skills as well as coherence and correctness in written communication. Students will examine the characteristics of the persuasive essay and utilize the steps in the writing process to create a Persuasive Essay. Note: I delivered standardized curriculum to on-line students using University of Phoenix’s Learning Management System.

Utilizing Information in College Writing (COM-125): This nine-week course focuses on developing the research, writing, and evaluation skills of entry-level college students. Topical areas include information utilization, critical reading, organization, and documentation as they relate to a major research paper. Students will continue to build their writing skills as they incorporate outside feedback and explore various strategies to improve their arguments. Activities include preparing a research plan, creating an annotated bibliography, and completing a research paper. Note: I delivered standardized curriculum to on-line students using University of Phoenix’s Learning Management System.

Contemporary Business Communication (COM-140): In this course, students apply the basic writing process — transitioning from fluency to clarity to correctness — as they create a variety of effective business communication for both internal and external audiences. Selected readings provide the foundation for discussions of the purpose, audience, structure, tone, and content of business writing. Grammar exercises focus on sentence structure, punctuation, capitalization, and bias-free language. Note: I delivered standardized curriculum to on-line students using University of Phoenix’s Learning Management System.

Effective Essay Writing (COM-150): In this course, students develop academic writing skills. Students use the writing process to construct an expository essay with an emphasis on coherence and correctness in written communication. Students also conduct basic research for the expository essay. Selected readings provide the basis for discussion regarding the difference between fact and opinion. Grammar exercises focus on verb tense and form, subject-verb and pronoun-antecedent agreement, and pronoun case. Students also complete exercises covering topic sentences, paragraph development, citations, and formatting guidelines. Note: I delivered standardized curriculum to on-line students using University of Phoenix’s Learning Management System.

University Composition and Communication II (COM-156): This course builds upon the foundations established in COM-155. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Note: I delivered standardized curriculum to on-line students using University of Phoenix’s Learning Management System.

Written Communication (COM-215): This course focuses on effective internal and external business communication using written methods. Students will write a variety of job-related communiqués including letters, resumes, memos, reports, and presentations. Note: I delivered standardized curriculum to on-line students using University of Phoenix’s Learning Management System.

Research Writing (COM-220): This course focuses on effective internal and external business communication using written methods. Students will write a variety of job-related communiqués including letters, resumes, memos, reports, and presentations. Note: I delivered standardized curriculum to on-line students using University of Phoenix’s Learning Management System.

Effective Essay Writing (ENG-101): S Students develop academic writing skills. The emphasis is on coherence and correctness in written communication as students use the writing process to craft an expository essay. Students also conduct basic research for the expository essay. Selected readings provide a basis for discussion regarding the difference between fact and opinion. Grammar exercises focus on verb tense, subject- verb and pronoun-antecedent agreement, and pronoun case. Note: I delivered standardized curriculum to on-line students using University of Phoenix’s Learning Management System.

DeVry University

Data Analysis with Spreadsheets with Lab (BIS-155): This course focuses on analyzing business situations using current spreadsheet software. Using data derived from real-world business situations, students learn to use appropriate spreadsheet software features to organize, analyze and present data, as well as to make business decisions. Through personal database technology such as Access, the course also introduces basic database concepts. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

Introduction to Business and Technology (BUSN-115): This course introduces business and the environments in which businesses operate. Students examine the roles of major functional areas of business and interrelationships among them. Organizational theories and techniques are examined, and economic, cultural, political and technological factors affecting business organizations are evaluated. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

Computer Applications for Business with Lab (COMP-100): This course introduces basic concepts and principles underlying personal productivity tools widely used in business such as word processors (Microsoft Word 2007), spreadsheets (Microsoft Excel 2007), presentations (Microsoft PowerPoint 2007), email and web browsers. Students also learn basic computer terminology and concepts. Hands-on exercises provide students with experience in use of PCs and current personal productivity tools. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

PC Hardware and Software with Lab (COMP-129): This course explores the PC system from software, hardware and operating system points of view. Hardware topics include system boards, processors, memory, power supplies, input/output (I/O) ports, internal adapters, printers and basic networking devices. Software topics include client/server operating systems and installation, as well as licensing software applications. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

Developmental Writing and Reading (ENGL-032): Using an integrated approach, this basic skills course helps students develop skills to meet prerequisite writing and reading requirements of college-level work. Coursework focuses on process-based activities designed to develop pre-writing, writing and revising skills, and relates writing to such skills as pre-reading, reading and analysis in order to strengthen critical thinking. As part of the writing process, fundamental aspects of grammar, usage and style are addressed as necessary. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

Intermediate English (ENGL-092): This prerequisite skills course helps develop the reading and writing skills of students who have mastered foundational and basic levels of English, but who need to strengthen their facility with reading and composition prior to entering the writing sequence and enrolling in other mainstream DeVry courses. An integrated approach is used to link writing with reading, and to address more basic matters as they arise from assignments. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

Composition (ENGL-112): This course develops writing skills through analysis of essays, articles and other written works that are used as models for writing practice and development. Writing assignments stress process approaches, development, organization, revision and audience awareness. Students use word processing and web-based tools to develop written work. Eligibility to enroll in the course is based on placement results, or successful completion of ENGL-092. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

Advanced Composition (ENGL-135): This course builds on the conventions and techniques of composition through critical reading requirements and longer, more sophisticated reports, including a documented library research paper. Assignments require revising and editing for an intended audience. Students are also taught search strategies for accessing a variety of print and electronic resources. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

Professional Writing (ENGL-227): This course extends composition principles to writing in a career context. Through a process-oriented approach, students learn to create effective reports and correspondence. Major emphasis is given to the principles of professional writing in common applications. Studies include electronic communication and oral reporting. Students may also learn to create web pages for communication purposes. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

Principles of Management (MGMT-303): This course examines fundamental management theories and traditional managerial responsibilities in formal and informal organizational structures. Planning, organizing, directing, controlling and staffing are explored. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

Project Management (MGMT-404): This course enhances students’ ability to function in a project leadership role. While exploring the project life cycle, they gain experience in budget and timeline management. Project management software is used to design project schedules using methods such as bar charts, program evaluation review technique (PERT) and critical path method (CPM) to produce project plans to apply to the solution of case studies. Note: I modified standardized curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

National University

Public Speaking (COM-103): Introduction to the principles and practices of spoken communication, with special emphasis on the skills needed to communicate effectively in the workplace. Topics include platform techniques, interpersonal communication strategies, cross-cultural approaches and small group methods. Note: I created original curriculum and delivered it on-campus to students with an on-line companion resource in the eCollege Learning Management System.

Strayer University

Introduction to Business (BUS-100): Provides a foundation in business operations through a survey of major business functions (management, production, marketing, finance and accounting, human resource management, and various support functions). Offers an overview of business organizations and the business environment, strategic planning, international business, and quality assurance. Note: I delivered standardized curriculum and delivered it to students on-line using the eCollege Learning Management System.

Fundamentals of E-Business (BUS-107): Examines the development of electronic commerce, the basic technologies used to conduct e-business, and the various forms of electronic business. Presents marketing models used in e-business strategy. Examines the processes for business-to-business and business-to-consumer transactions. Reviews the electronic commerce infrastructure, designing and managing on-line storefronts, payment options, security, privacy, and the legal and ethical challenges of electronic business. Note: I created original curriculum and delivered it to students on-line using the eCollege Learning Management System.

Business Ethics (BUS-309): Examines the applications of ethical principles through consideration of typical problem areas encountered in organizations. The course focuses on the ethical perspectives of business decision-making and policy development in a variety of key areas including individual behavior, human resource management, work environments, marketing, property rights, and international business. The analysis of case situations will illustrate the application of various ethical approaches (utility, individual rights, and justice) in managing organizations. Note: I created original curriculum and delivered it to students on-line using the eCollege Learning Management System.

Business Strategy (BUS-490): Provides an opportunity for students to integrate management principles, techniques, and theories by applying previously acquired knowledge of all business functional areas to analyze, develop, and implement business strategy. Utilizes cases from a variety of organizations, with emphasis on problem identification, analysis, and decision-making on strategic issues. Note: I created original curriculum and delivered it to students on-line using the eCollege and Blackboard Learning Management Systems.

University of California, Los Angeles (Extension)

Consumer Behavior (MGMT X 460.300): We are all consumers. We use Facebook, Match.com, Groupon, and have our favorite stores and brands. But why? In business there lies an importance to adopt a customer focus. Marketing, in particular, begins and ends with the customer–from determining wants and needs to ensuring post-purchase satisfaction. Moreover, even the same consumer can make different decisions depending on the situation. So as marketers, how do we create sound marketing strategies? With this class, where you learn how and why consumers behave the way they do. Note: I created original curriculum and delivered it on-campus to students with an on-line companion resource in the Blackboard Learning Management System.

New Media Marketing (MGMT X 460.394): This fast-paced course discusses how the Internet, the digital revolution, and the technological pace of change have dramatically changed the way products are marketed, promoted, and sold. To succeed in this new economy, marketing and advertising concepts must embrace evolving phenomena, such as Facebook, YouTube, MySpace, Twitter, podcasts, webinars, and blogs, social networking and virtual communities, mobile devices, and geo-local. You must learn to use these new tools and concepts to their optimal advantage to maintain an edge in today’s economy. Since email is still the best lead generation program for companies (followed closely by website registrations), this course explores email marketing, SEO (Search Engine Optimization), SEM (Search Engine Marketing), website development and design and many more internet marketing methods and concepts. Applicable for both veteran marketers who want to broaden their skill sets and newcomers to the marketing world, you will learn key marketing concepts along with the new techniques required to compete in a highly competitive economy. By course’s end, you leave with a new approach for marketing more effectively. Note: I created original curriculum and delivered it to students on-line using the Blackboard Learning Management System.

University of California, Santa Barbara (Extension)

Principles and Practice of Public Relations (BUSAD X401.30): With digital devices dominating an ever-expanding informational environment, knowing how to communicate effectively is essential to the survival of an organization. Serving this need, public relations is the communications bridge between an organization and its key publics. With a dual focus on its academic foundation and practical implementation, this course introduces you to the principles and practice, of public relations. Note: I created original curriculum and delivered it on-campus to students with an on-line companion resource in HTML.

Marketing Research and Strategic Applications (BUSAD X409.25): One of the most important keys to success in business is knowing how to gather important marketing information that identifies customer preferences and brings those preferences to bear on consumer communications. In this course, students learn how to gather information about the marketplace that refines marketing campaigns and avoids wasteful spending on unlikely buyers. Students also explore aspects vital to identifying and understanding sales and marketing opportunities, customer prospects, product and service requirements, buying and usage patterns, product awareness, and customer satisfaction. Important topics include: Note: I created original curriculum and delivered it on-campus to students with an on-line companion resource in HTML.

Buying Behavior (BUSAD X409.47): Buying behavior is the study of why consumers purchase goods and services, and the multiple factors that influence their decisions. In today’s volatile marketplace, gaining a better understanding of consumer buying behavior offers distinct advantages when selecting target markets and designing market strategy. With a particular focus on the impact of the Internet on marketing, this class explains what buying behavior is and explores how to successfully reach consumers and inspire them to take action. Note: I created original curriculum and delivered it on-campus to students with an on-line companion resource in HTML or the Moodle Learning Management System.

Principles of Marketing (BUSAD X409.65): In today’s highly competitive marketplace, effective marketing is a core requirement of any successful organization. A well conceived strategic marketing plan supported by effective execution is essential to profitable business growth and/or nonprofit success. This course, which provides an overview of marketing and the marketing process, is designed for those new to marketing or those trained in other disciplines. Course participants use these tools and ideas to create a strategic marketing plan for a product or service of their choice. Note: I created original curriculum and delivered it on-campus to students with an on-line companion resource in HTML.

Student Leadership Development (XLRN 861.6): Organizations are only as effective as the individuals who work in them. This course focuses on enhancing students’ individual awareness, reflection, and effectiveness as leaders. Through a focus on self assessment, participants will learn to appreciate the differences between themselves and others and deepen their understanding of what motivates people in social, school and working environments. The team is the unit of an organization where most leaders begin to develop influential skills. A team can be defined as a group of individuals whom you directly manage or those whom you influence on a project basis. Leading teams involves managing different personalities, cultures, conflicting political agendas, and varying skill levels. Through participating in and observing team dynamics, students will determine the principles of building highly effective teams. The pragmatic approach used in this course combines learning through classic case situations with experiences in leading team-based activities. Note: I created original curriculum and delivered it on-campus to students with an on-line companion resource in HTML.

Revised July 4, 2011