COURSES TAUGHT AT THE UNIVERSITY OF CALGARY        

Intro to Marketing for non-business majors *online

2020*, 2021*, 2022, 2023 My evaluation: 6.45 / 7

Intro to Marketing for business majors

2023 My evaluation: 6.46 / 7

Sales Management

2019, 2020  My evaluation: 6.96 / 7

Strategic Marketing

2018, 2019 My evaluation: 6.97 / 7

COURSES TAUGHT AT THE UNIVERSITY OF CINCINNATI         

(*Dean’s List of Teaching Excellence)

Marketing Strategy (undergraduate)

2015*            My evaluation: 7.6 / 8 (Dept. avg: 7.4)

Consumer Behavior (undergraduate)

2013, 2014*, 2015* My evaluation: 7.8 / 8 (Dept. avg: 7.1)

TEACHING RELATED AWARDS

Students’ Union Teaching Excellence Award nominee (2020)

Graduate Student Excellence in Teaching Award from the University of Cincinnati; nominated by the Marketing Department and the Lindner College of Business (2016)

Dean's list of teaching excellence for three consecutive academic years at the University of Cincinnati    

TEACHING SCHOLARSHIP

Mohr, Jakki, Ruth Pogacar, and Emily Plant (2013), “Establishing Knowledge of Careers in Marketing at the Lower Division: A Strategy to Set Expectations and Influence Motivations for Choosing Marketing as a Major,” in Proceedings of the Marketing Educators’ Association, eds. Deborah Brown McCabe and Gregory S. Black, Marketing Educators’ Assn, 173-180.

Marketing majors are among the lowest performing students relative to their academic peers, perhaps because marketing attracts students who perceive themselves as more “creative” than quantitative and a perception that marketing is an “easy” major. Suggestions offered to increase the caliber of students in marketing, including setting admission requirements for marketing and offering more rigorous coursework, don’t necessarily help students earlier in their college career to understand what a career in marketing entails. Hence, this research explores a new strategy for setting expectations and influencing student motivations for choosing marketing as a major: a lower-division marketing course to familiarize students with possible career paths in marketing and their requisite skill sets for success. Students in the experimental Careers in Marketing course reported a significantly higher level of relevant marketing knowledge at the end of the semester compared to the control sample. Furthermore, after taking the experimental course, students reported less undesirable motivations for majoring in marketing (not being quantitative, marketing being an easy major) whereas students reported higher rates of these reasons in the control sample, after taking the standard required course.