I have a few passions in my life, my lovely wife, my family, teaching, and telling stories. The semester is about to begin at Clemson and I teach Business Writing. It is listed by the registrar as English 304 and housed in the Department of English as an Advanced Writing class. This is actually kind-of funny, I enjoying writing…creating a story that resonates with an audience. But I am not the most technically/grammatically proficient when it comes to articulating my thoughts. I get emails all the time from people reading my blog criticizing the way I write. Well…I write in an conversational tone, mainly as a stream of consciousness. I write to articulate my passion…passion is the key word.

Regardless…I am getting excited. Extremely excited. The semester is getting ready to begin. I get to put away business twice a week, and work with the next wave entrepreneurs. ENGL 304 is set-up to help students articulate thoughts and ideas using business communication to tackle the business world. If you look at the boiler-plate syllabus, we are supposed to teach students how to write proposals, memos, resumes, emails, etc. But…this ENGL 304 instructor will be working with students to learn how to use these tools to become business leaders. I am teaching how to become thought leaders and build business relationships using these tools.

My ENGL 304 class also has the sole responsibility to execute three events this semester,  NetworkBash 2010: Ignite, Excite, Engage! Three events strategically planned to allow students to build career relationships. Three events:

NetworkBash 2010
Ignite: September 8, 2010
Excite: October 6, 2010
Engage: November 4, 2010

Three events, three opportunities, three great ways for students of ENGL 304 to build a great connection point for other Clemson University students, engaging and having real conversations with potential employers. We have partners both financial and strategic. We work with the Michelin Career Center, Clemson Alumni Association, and the Advanced Writing Program. Our financial partners are to come, but last year we worked with the Consortium for Enterprise Systems Management, Enterprise Rent-A-Car, CH2M Hill, Immedion, and Tiger Properties.

So the point…each event will have an individual theme, bringing students and employers together to build relationships. Not to talk about a resume, but to learn more about each other, ultimately helping students learn the value of connections and relationships.

NetworkBash: Ignite (9/8/10) is designed to prepare students for the Career Fair put together by the Michelin Career Center on September 15, 2010. Students will interactively learn interview skills, how to pitch themselves, and ultimately how to get beyond the resume.

NetworkBash: Excite (10/6/10) is designed to allow students to learn how to use different Social Media techniques and technologies to build relationships.  This will be a discussion around different Social Media(s) and how they can help each of them open the door to career relationships.

NetworkBash: Engage (11/4/10) will be coordinated with the Clemson Alumni Association the Thursday before the NC State Football weekend. Alumni can can come into to town a day early (before the football game) and spend time with students networking, sharing how they built the relationships that helped them professionally.

The best part about these events, ENGL 304 students helped design and will help execute these events. They will use Business Writing as the fundamental technique to put on an event that ultimately will benefit their long-term goals.

This event was a product of a group of students in the Spring of 2009. One day I was teaching the class how to use Twitter to create a clear and concise elevator pitch (take their pitch and write it in 14 characters). One student looked at me and said, “this is great but I need to get a job and I am not sure how to get in front of the right person to use these skills.” So we decided to begin putting together an event where students and professionals could come together and network. Not just using the typical resume interaction, but really network and have a conversation that build a relationship. Here we are and this will be the third iteration of NetworkBash. I am excited! I am passionate…this is why I teach.

Have you read the words to the script from the video above. If you have not watched the video…you should. Ignore the fact it is a University of Phoenix promotion, but look and listen to the words and the pictures. Seriously, take 60 seconds and watch and really listen…focused listening.

Now…read the words:

it is 2010 and everything is different
different jobs
different challenges
different opportunities
so why would universities stay the same
what if an education could adapt for the time we live in
and i am not just talking about 2010, but beyond it
adjusting curriculim to serve ever changing job markets
hiring faculty who are still working in the fields they teach
and using new technologies to enhance learning
if an education could adapt to the way the world works today
could that same education help the world to adapt
to work better tomorrow
university of phoenix
because an educated world is a better world

Now…watch the video again! It is 2010 and we are faced with so many challenges, right here in our in our neighborhoods, right here in our states, in this great nation. We are in a place where we are trying to find new ways to innovate, and it is finally that time! We can really invest in our educated future. Yes, I said our “educated future.” It is that time, to find new ways to invest in the next wave of entrepreneurs.

University of Phoenix has figured it out. Now I have heard many seasoned, accredited academics look at the University of Phoenix and critique “quality” of education. But, let’s burn down the ivory tower and let’s talk about education that is going to retain and sustain tomorrow’s leaders…today.

It is my prediction that Clemson University is going to essentially become a private institution within the next five years. Now I know that Clemson will not be able to claim it’s private nature, yet over 90% of it’s funds will reflect private dollars. Universities like Clemson are going to have to become more market driven. The funding arms that will keep the doors open will demand talent driven success and a return on their investment…human capital.

It is time…it is time to invest in initiatives and programs that are going to innovate and inspire the next wave of entrepreneurs, the next wave of leaders, the next wave of human capital. Look at the initiative of the Consortium of Enterprise Systems Management, “To facilitate and create a pipeline of talent that will support the future of IT.” How? Change the discourse in the world of K-12 and higher education that the world of IT is cool.

Look at the Call Me Mister Program, with the sole initiative to empower African American males to become elementary education teachers here in South Carolina. These are the goals and initiatives it takes to create a pipeline of talent for tomorrow’s demands. We not only need to continue to empower those who will teach our children, but those who will pave the path for our smarter communities.

I was walking through a little thrift store today and noticed something…and it struck me. A pencil sharpener…remember those days? I remember when I was a kid and it was this time of the year. Mom would load us up in the car and take us to the store for school supplies. We had a list of items from our school sent home informing the parents what supplies we will need for the coming year. Notebooks, paper, pencils, crayons, etc. created havoc in the local store where moms and dads were loading up children’s school bags.

I remember getting those brand new pencils. They were freshly packed and un-sharpened. They came in all different types of colors; red, blue, yellow, and green. Sometimes you could buy them with your name on them, especially if you had a common name like Bobby. Remember the first pencil you pulled out of the pack and you could go sharpen the pencil for the first time. It was more fun to sharpen the pencil than actually take part in the classroom exercise. I even remember some of my teachers started the day with the whole class in line, sharpening our pencils before starting the lesson.

Do they still have pencil sharpeners in classrooms? Some schools, maybe…if the buildings have housed generations of students. They are still probably on the walls or bookshelves, well because they have become nostalgic reminders of our yester-years. Public education is changing faster than the technology that is leading the way. Dollars are decreasing, teachers are being laid off, classrooms getting crowded, and some of the best and the brightest are loosing site of the age ole testament…education shapes our future.

Just a few months ago, I bought an iPad from Apple. The new wave of the future when it comes to personal and business computing. It is not only a computing tool but a business class communication tool. As a college instructor at Clemson, we are being challenged to find innovative ways to engage our students and still conserve if not cut costs. I have made a vow to try to teach the whole class this coming semester using just the iPad. I am not sure if I can execute this plan, but I am going to try.

Today’s teaching tools are technologies that are shaping the way we teach and the educational process of our future. At the end of last semester’s class, I asked each student to write a thank you note  to one person that has shaped their future. I asked them to hand write the note, with their signature, and hand write the envelope. Some students were perplexed with the assignment, either not understanding the purpose or the means to execute the assignment. The hand written note is so much more powerful that an email. Think about those hand written notes you receive in the mail. I am hate throwing them away, so I have a place for each one that I receive.

Writing a hand written note takes time, effort, dedication, and thought. If you are writing a two page letter and it is pen…you better chose your words carefully. It is hard to go back and fix something. We now are surrounded by spell check and other grammatical word fixing mechanisms…you know the red and green lines under a word or sentence. They use those colors so we feel annoyed until we fix the error. But they become our crutch. I am a poor speller; by the mere fact that I am not only an educated individual, but one that depends on technology.

So what is the balance? How do we still teach our next wave of leaders, our new knowledge economy how to think like practitioners and not as technicians.  How do we teach them to evolve with the technologies and not be so dependent upon a tool. How do we teach to creatively write and allow the tools to facilitate the process instead if dictating the process.

If we are going to have a bigger and brighter knowledge economy, we have to compete on a fundamental level…in our education system. Yes…it takes dollars, but it also takes a commitment to tomorrow and knowing our past. There are days where I wish I could have a pencil sharpener again, bringing the fun back into the creative process. But I sure do like the iPad as well. But, we have to find the middle ground between age old technology and new innovation to set the stage for tomorrow. We can’t just go lay-off old teachers just because they are going to retire eventually, but we can’t just lay-off the new teachers because of seniority. We need to be selective in who is teaching in our public schools, ones that are going to inspire the next creative class of human capital.

I will leave you with this…have you ever heard of the Call Me Mister Program, housed at Clemson University? The sole purpose of this program is to empower and educate young African-American males to be elementary school teachers here in South Carolina.  To put more African-American males in leadership roles to become role models for our young students. Imagine the opportunity to change the face of South Carolina by changing the image of African-American males from the years of oppression this state has witnessed. Now that is innovation. It did not take technology…it took vision.

When I think back over the course of my career…the one thing that I can say is that I have never gotten a job because of a resume. Every job I have gotten has been based on a relationship….the resume was a formality in the job hiring process – HR required it for my file.

As I work with students and other professionals, it has been my philosophy it is not what you know..it is who you know. When teaching on a collegiate level especially in a business writing class; i do not teach how to write a resume…I teach how to build relationships to get the resume in the right hands.

It is my belief that that the hand shake is today’s resume in the business world. During a recessionary time period, employers are being flooded with resume’s after resumes. Even a janitor job in Ohio received over 700 job applications…WOW. In a slumping economy, it is important to find ways to separate yourself away from the pack.

Think…does two pieces of paper listing your job history, education, experience, and qualifications accurately represent your abilities, personality, and willingness to be a vital part of an organization? Why do you think so many employers want to interview the person before they are hired. Imagine if you spent just as much energy when applying for a job figuring out the name of the hiring manager or decision maker, then put yourself in a position to meet them and shake their hand.

Some say that the origin of the hand shake came from Medieval Europe where kings and knights would extend their hands to each other and grasp the others’ hand as demonstration that each did not possess a concealed weapon and intended no harm.

The hand shake communicates lots of different non-verbal cues but ultimately it is a product of relationship building.

Why do we spend so much time building a resume. Well, it is an educational/professional process to organize our background, qualities, education, honors, etc. into one place. It is a snap shot of who we are and what we represent professionally. It is tremendous exercise to go through the process of compiling a resume. This forces the job seeker, to organize thoughts so that when we meet with other professionals…this writing process has organized our thoughts. It is a starting point for conversation and can be a reference when filling out a job application. It is my opinion that the resume is not the “end all be all.”

There is more to a job or joining an organization than the ability to organize our resume. We should spend just as much time, actually more time building career relationships as we do putting together a resume. We should be teaching students and professionals how to network, make “elevator pitches”, shake hands…ultimately building relationships.

As I get ready to go speak to a group of college students during their weekly organization meeting, I sat down and thought for a few moments, jotted some notes, and pulled my ideas together. About a month ago, I received this email from one of my former students to speak during their regularly scheduled meeting:

“Hi Bobby,

I hope you are having a great semester so far. I know that Grace and I gained so much from taking your class this past semester and I was wondering if you would be willing to come speak to the rest of oursorority. Beyond the experience from planning an event, I personally gained the most from learning how to pitch myself and networking to buildbusiness relationships. I feel that these skills are extremely importantfor those who are starting to interview for jobs and internships. I thinkthat the women of Sigma Kappa could greatly benefit from learning theseskills as well. Sigma Kappa is having a chapter meeting on Sunday, March 28th at 7 p.m. and I was wondering if you would be willing to come speakfor about 30 minutes. Please let me know if you are interested.

Thank you for your time.
Morgan”

So as I sat today to bring my thoughts together…I wondered, how am I going to give them something relevant to walk away and ponder? Here we have a collection of students from freshman to seniors, those who are just happy to be in school and enjoying the joys of college to those who are sweating if they will be employed in a few months. But it comes down to this, it does not matter if you are a freshman in college, a senior in college, in graduate school, looking for a job, have a job, entrepreneur,  home body, nobody, somebody, CEO, or man on the street…it is all about relationships.

So here are my notes for tonight’s little chat…in the form of questions and discussion:

Here is the actual presentation…I used Prezi to put this little talk together!

1) Explain the experience of taking a test together, what did you gain by using this method?

2) If you chose not to use the answers that the group suggested, why…what was your reasoning?

3) Do you feel that your academic integrity was compromised?

4) Do you think that someone was capitalizing on your academic knowledge…maybe the student that did not study?

5) What is a situation that using a collaborative method of communication (taking a test) would not be beneficial?

6) What made you naturally choose to work in a group when I just laid down the tests and said good luck?

7) Were there any rules, or did the classroom create the rules?

Why is clustering a useful planning activity for writing memos?

Chapter One

1) According to the National Commission on Writing, employees “almost always” use which of the following forms of writing?

2) The Dartnell Institute of Business Research found that the cost of producing and mailing one letter averages almost:

3) Select the false statement about writing:

• Good writing tells your audience that you can think logically and communicate your thoughts clearly.
• Poor writing reveals that you can neither think clearly nor communicate your thoughts effectively.
• Writing is an extension of your interpersonal communication skills at work.
• Your writing ability will never affect your job performance.

4) Whether you are looking for a job or are already employed, how will you need to communicate to diverse audiences?

5) What are the three basic communication styles?

6) What are the characteristics of an aggressive communication style?

7) According to the 2006 survey by the National Association of Colleges and Employers, what are the skills employers identify as part of their top ten employee qualities?

Chapter Three

1) How do you achieve higher audience involvement with your writing?

2) Identify the following audiences and their characteristics:

• Specialist audience
• Semi-specialist audience
• Lay audience
• Multiple audience
• Multicultural audience

3) Identify & define stereotyping.

4) How do you avoide sexist language?

5) Identify workplace documents and appropriate communication for workplace documents.

Chapter Six

1) Identify what will help you become a clearer writer.

2) Define and identify “passive voice”.

3) Describe the Gunning Fog index.

4) Define multisyllabic.

5) What will lower the fog index for a document?

6) Why should you not rely solely on computer spell checks to catch spelling mistakes?

Chapter Nine

1) Identify how Blogs are a unique type of communication channel.

2) Identify the characteristics of Online readers.

3) Understand and identify the characteristics of  e-mail.

4)  Identify the characteristics of E-mail messages written in the workplace.

5) Identify the benefits & characteristics of instant messaging.

6) Identify the forms of Blogging.

Chapter Ten

1) Why is the audience for memos usually specialist or semi-specialist?

2) Identify effective subject lines.

3) What should you do in the memo’s introduction?

4) Why is a clear conclusion important in a memo?

5) What is the best solution to make sure that every reader will understand the acronyms you use in your memo?

6) What are the BEST example of an informal, friendly tone appropriate for memos?

7) When is chronological organization appropriate in a memo?

Why is clustering a useful planning activity for writing memos?

9) Which question should you consider when clarifying your audience for memos,

10)  What are the dangers of writing sloppy or negative letters?

11) What information belongs in the writer’s address section of a letter?

12) Where is the proper location for the date of the letter?

13) What is the BEST option in a letter if you do not know the receiver’s name?

14) What is the most important information to include in the conclusion of your letter of inquiry?

15) What are the goals of a cover letter?

16) When rewriting any letter, what ways do you make sure that you have made it reader-friendly?

Blog’s With Answers
http://briannaeason.wordpress.com – Chapter One
http://carolinespears.wordpress.com – Chapter Three
http://joshlopes.wordpress.com – Chapter Six
http://kellymoses.wordpress.com – Chapter Nine
http://jonisoto.wordpress.com – Chapter Ten (ques 1-8)
http://darrinsorenson.wordpress.com – Chapter Ten (ques 9-16)

This is the first time I am teaching Technical Writing at Clemson University, which is based in the Department of English. It was a last minute request by the department since they had a full time lecturer give their notice on January 1 of this year. Years ago, I took Technical Writing as an undergraduate and Technical Editing as a graduate student.

There are two classes wrapped around professional, advanced writing based solely on the type of students and the academic curriculum. You find more science based students (engineering, sciences, etc.) in Technical Writing and more business and liberal arts students in Business Writing.

So I decided to build the class around the needs of the students, where the students could take on ownership of the curriculum and I would provide the direction and professional instruction. So, I gave them a few example syllabuses from other Technical Writing classes at Clemson. I asked to to take the syllabuses and the book that is required, separate into groups, and build a syllabus based on their needs and wants. I gave them two days to take this information, collaborate with their group members to write this syllabus, and then be prepared to propose to the class what the syllabus would offer. Then, the whole class would vote which syllabus to use.

I knew that each group would propose different approaches but ultimately there would similar themes which would lead to having a hard time to vote on one particular syllabus. The consensus…well the favorite syllabus had nothing to do with curriculum but how the group wrote and clearly communicated in the document an obtainable plan. So, we decided to take the core consistent elements, and put them into the well written syllabus structure one of the groups created.

But here is what they learned…this group of engineers, mathematicians, and scientists learned how to write, communicate, and sell their vision. While they presented, other class members had questions and concerns. These ideas were voiced and at sometimes, heated discussion took place over a project that some did not feel comfortable taking part…live interviewing.

The first day of class, each student just wanted a syllabus. They wanted a “professor” to just tell them what to do so they could read the chapter, study for a test, and move to the next task. They were quiet, reserved, and un-willing to voice opinions. What has happened in just two weeks…a group has taken ownership of the time they are investing in three hours a week. Ownership in class instruction and all the outside work associated with this semester.

They are not only thinking…but taking ownership in their future. They are acting like entrepreneurs, visionaries…those who want to engage and take an active role in the educational experience that they are investing.

I love teaching!

As I sit here in my ENGL 304 Business Writing Class at Clemson…I watch the Team (well students) take their first test. It is 43 multiple choice answers with a discussion answer. I am thinking about how I tried to make this more of a team exercise. Well…I tried something different (at-least to me).

I had already pre-written the test and took all the questions and framed them into study questions. After doing so, I uploaded the study questions onto Google Docs where all of the class documents live. I then invited all of the team members in the class to look at the document giving them access as editors.

When we came into the class previous from the test, we had a collaborative study session. I asked them to divide into groups where each group handled one chapter from the book. I then asked them for one of the group members to use their laptops to access the study guide I invited them into, then work together to answer the questions in Google Docs with the ability to use their book and each others knowledge.

This is what is cool about Google Docs, it allows multiple individuals to access a document from different geographic locations and edit the document in real time. Each member that is online working in the document can watch other editors write in the document. This is a powerful collaborative learning tool.

As each member of each group in the class was looking for answers and updating the document, they were not only collaborating online but also verbally within a group but also between groups. Then after the class was over, they had one document that they could refer to as a study guide for the test. Over the next day, I noticed that different individuals were going into the document, refining the answers, and updating information.

WOW – DIGITAL LITERACY! Using technology to collaborate and educate not only themselves but each other. I was inspired by their buy-in. They all came into class empowered to take the test.

Now, here is the bigger picture. I love this part…they were building relationships with their team members. They were breaking down barriers and working with other people in the class they normally would not associate and building trust, building relationships. Imagine if one day these team members, these students might actually do business together outside of the educational setting. Imagine if two students in this class came together one day and were leaders in a community. These team members are our tomorrow. They will be deciding how my children (and their children) will be effected by healthcare, the economy, etc., etc., etc. Digital Literacy, Collaboration, Open Source Technology – it Empowers Our Tomorrow!

I was asked to speak to the Delta Sigma Pi Business Fraternity this past Wednesday and was I amazed by the turnout.

Last Spring I spoke to the group and there were only about 15 students that attended the meeting. But when I showed up on Wednesday night, I was overwhelmed by the turnout. I would say close to 60 students were in attendance to one of many Delta Sigma Pi recruiting events.

These aspiring, young entrepreneurs were dressed to impress. Not only did they have their business digs on…they had their conversation caps ready. The conversation for the night was networking, entrepreneurship, and leaving a lasting legacy.

They are our future. These students are the ones that will take care of my children. They will be the business leaders of tomorrow making decisions about my “Social Security”, my healthcare, my children’s tomorrow. Education is more than just education…it is about EMPOWERING our tomorrow. Empowering them to make their mark and create a lasting legacy.

I was thinking about legacy and what it means to leave your footprint. I gradated from Clemson twice, first in 1997 with a BS in Mathematics and then in 2003 with a MA in Professional Communications. As I was walking to my Business Writing Class…I found this…my name in the sidewalk here on Clemson’s Campus.