Background

Anthony “Tony” Barilla, Ph.D. Kansas State University is an Associate Professor of Economics. Tony arrived at Georgia Southern in 2000. His research interests focus on labor and sports economics, financial economics and the economics of education. Tony primarily teaches Macro/ Micro and Labor economics courses. In 2006 he was the runner-up for The Carnegie Foundation for the Advancement of Teaching National Teacher of the Year Award and was the recipient of Georgia Southern University’s Faculty Excellence in Teaching Award. In 2004 He was named as a Governor’s Teaching Fellow by the University of System of Georgia and was awarded the College of Business Administration’s Faculty Award for Teaching Excellence. In 2003, he was awarded Georgia Southern University’s Professor of the Year and in 2002 was the Bank of America Faculty Award winner.

Philosophy

My philosophy is a direct result of my educational experience. Growing up in the “Air Force Base” town of Rantoul, Illinois, I attended St. Malachy Catholic School and Rantoul Township High School. The transition from a private grade school to public high school was a learning experience, being the new kid where class size increased from an average of fifteen students to an average of 45 students. Those differences in the educational approach became a large part of my teaching style and philosophy. Speaking from my own experiences, I would often "zone out” when a subject was presented poorly or if the teacher showed little interest in the topic. To eliminate the “zoning out” experience, an educator needs to organize and prepare. Student learning depends on quality of presentation rather than the quantity of topics covered. As a student of teaching, I continually incorporate other teachers’ effective techniques while discarding the less effective techniques, making my philosophy a two-pronged approach; treat all students the same and simplify the student’s learning process by engaging the student.

The process of engagement, for economics professors, begins by addressing how economics applies to the problems students currently face. Problem solving is a method that leads students to the process of logically investigating answers to questions. Solving problems, by raising and creatively exploring new questions are central to my style of teaching. Economics has a well-established core theory but the application of that theory is something that is constantly evolving. An active research agenda is also important to teaching, because research is important and needed to stay current with developments in the field and to convey any new information or application to students. Most importantly, research helps to clear up misconceptions about the economy. Unfortunately, many politicians know enough about economics to present themselves as authorities, but apply the ideas with an eye toward partisan advantage. Clearing up those misrepresentations of economic thought has become an important job for me.

As educators, we have to be careful not to classify students with labels. The Hispanic, Black, recent immigrant, disabled or students coming from disadvantaged families are no different in their need to learn and understand. I challenge all to learn, think, and understand. All students need to see benefits to classroom instruction. Impressing upon students that they have the ability to learn and excel is sometimes all the encouragement many need. To achieve this, students need positive firsthand knowledge of classroom experiences, which help to bridge the possible linguistic or socioeconomic barriers to understanding. By sharing some of my real world experiences, as a dyslectic and a son of immigrants, I hope that students will see that learning and the opportunities it provides are available to all.

College students are formulating behaviors and beliefs that they will use as adults. Engaging the student begins with pointing out that the modern economy requires flexible workers and adaptable thinkers. My engagement as a faculty member requires the successful students to engage themselves in the learning process. I stress to my students that they need to be clear eyed and creative problem solvers when faced with a crisis. This approach might seem callous, but when students are accountable for their work, it creates a more responsible student. Students need to know that they are getting my best, but I expect their best too. This approach is essential when students leave college for the demands and responsibilities of work, family, and community.

Simplifying the learning process contains the following three ingredients: content, technique, and participation. I present difficult subjects in an understandable manner by breaking down a topic into its base components, and then reassembling the components into an applicable subject. Lectures that students cannot understand or will not listen to fail to produce learning or understanding. Educators need to avoid esoteric jargon, excessive terminology, or technology when explaining a point. Comprehensive lectures provide the student a chance for rigorous thinking and communicating. Technology should only complement a lecture, not replace it. By maintaining a “hands on” approach, the student stays engaged, which leads to better learning. Lectures also need to be interesting. Since most of my students have an underdeveloped sense of the role of economics, I must present course material, which stresses that economics is a science that encourages critical thinking. Promoting student interaction and discussion creates a comfortable learning atmosphere. This type of atmosphere occurs when the educator avoids lecturing at students but rather talks with them. I also include humor and reference to popular culture to keep students engaged. The number of varied opinions and points enlivens the class and induces examples and explanations of the material.

Student engagement is based on communication. To facilitate the communications flow, students are free to participate and to direct relevant class discussions by asking and answering questions and raising issues of interest to them. Additionally, students are invited to investigate the material outsider of class by coming by my office or contacting me through other means. For students who are uncomfortable speaking in class, I have a WebCT/GeorgiaView chat room using WebCT/GeorgiaView identification. This allows the student to remain anonymous to reduce their hesitancy to participate and ask questions or make comments. A transcript of all questions from the chat room discussion is provided on my website and used for my in-class peer-tutoring program. I refuse to rely on past teaching success and am constantly striving to improve my teaching. Making the learning process as simple as possible prepares my students to think about problems and solutions, which is vital if we are to remain competitive in the world market

Tony Barilla

Contact Information:
email:barilla@georgiasouthern.edu