Faculty Who Care
Dr. Matthew Ademola
Associate Professor, Business Administration
I presently hold a degree of Doctor of Business Administration degree with concentration in International Business. Currently, I teach business courses in the areas of marketing, finance, program management, economics and management at the graduate and undergraduate levels. In addition, I have very strong international business teaching experience having taught a few schools in the Caribbean and Asia. My academic qualifications complement my professional and management background in accounting and finance.
I am happily married to a beautiful woman, Rachael, for the past 24 years. I have three adorable children - two boys, ages 19 and 17 and a girl, 15. I love to play bass guitar, listen to public radio, read the Bible and professional magazines.
The challenges facing the academic community today require that instructors develop effective teaching philosophies. One’s teaching philosophy should be streamlined to incorporate the application of theories to real-life practices. Such approach should reflect ideologies that will be germane to effective delivery of instruction, considering the changing complexion of the economic, social, cultural and political environments.
First, my teaching philosophy is that of a facilitator, rather than a teacher. Studies have shown that such methodology enhances constructive learning. Students will be motivated to ask questions, discuss in group activities and develop the necessary skills for intellectual stimulation and critical thinking. This will create an atmosphere of self-assurance and self-empowerment. The use of case analyses, timely and effective feedbacks, which are non-negotiable features of both the traditional academic environment and distance learning, are the hallmarks of my instructional style.
Second, I create a classroom environment, where the exchange of theoretical knowledge and professional skills are used to encourage interactive learning in the adult setting in light of the changing economic, demographic and social make-up of the learning population. Fortunately, advancements in technology continuously simplify this process. The traditional face-to-face instruction is enhanced with the online teaching, applying different technologies, including instant messaging, virtual classroom, video conferencing, tele-conferencing, etc. A plethora of distance learning platforms, including, but not limited to, Blackboard, WebCT, Angel, WebTycho make such tools of learning a simple process.
Third, considering the cultural, educational and intellectual diversities of students, I create well-balanced pedagogical teaching methodologies. These can be implemented by providing exercises and interactive activities in courses that will encourage students to incorporate personal experiences, revealing their social, familial, civic, cultural, professional and religious underpinnings.
Lastly, since the teacher is also a learner, it is important that I know what my strengths and weaknesses are. It is equally important to find out where improvements are needed. Therefore, I provide students an anonymous, end-of-course critical evaluation of my teaching style. Based on the evaluation, I engage in activities that will encourage self-improvement and professional development.
The future of academe hinges on the academic community, including, but not limited to, instructors and students, but also curriculum designers, administrators and significant others. The symmetry in their philosophies, as they perform their unique and inter-related responsibilities, placing the interests of the learners in the fore, should continuously position traditional learning modules as an irreplaceable tool of learning