Robert J. Shepherd–Teaching Statement 2000-01
CPA/Lecturer, Economics

Let me begin by saying I love teaching. My professional career did not begin in the classroom but rather in public accounting and later in industry and in government. I first started teaching part time at UCSC nearly twenty years ago. After my first year I knew that my passion was for the students. Teaching at a major university like UCSC, which is highly ranked nationally for its commitment to undergraduate teaching, has been one of the greatest experiences of my life. It is gratifying to be able to reach out to the exceptional students we have at this university. It has been rewarding to have students from a number of majors taking accounting courses to further their careers.

At the core of my teaching is the mentoring of my students. Students know I am available in my office ten hours a week and they are encouraged to visit. Many times students come to discuss their future and how their academic experience will help them achieve their goals. I encourage them to explore all their opportunities. My role is often to act as a coach. Recently, a student informed me that she hoped to work at one of the national accounting firms this fall. However, unlike her peers, this student was not offered a position after her first interview. I contacted the firm involved to see how the student could improve her interview skills. I consoled her and encouraged her to persevere and not lose hope. With a newly formed positive outlook, the student was able to achieve her goal.

Communication with students is another key element in my teaching, and IÕve used it well. Five years ago I started using a Web site as a means to improve communication with students. The Web site contains the course syllabus, copies of overheads used during lectures, homework solutions, examples of required course papers, and any other material students may request during class. In addition, students have direct links to other sites on the Web that relate to the course. I continually remind students that many important course items can be found on the Web site.

To increase my accessibility, I give students both my university and home e-mail address and encourage them to contact me with questions. E-mail is an effective way of obtaining useful feedback that helps me structure my class lectures. I often receive messages from students who rarely speak up in class. It gives students an opportunity to ask questions when they might not otherwise. In addition I arrive early to all my classes to personally meet the students.

Teaching an accounting course can be a difficult task because of the nature of the material. Debits and credits are not the most interesting topics to teach. I take my cue from a previous nominee for the Excellence in Teaching Award, who wrote in his statement that teaching should be entertaining. I fully agree. In a sense a teacher is an actor who needs to convey his message in the most interesting manner possible. My years of experience in my field allow me to bring many real life examples to the class. I regularly bring in current events that relate to the material being studied to help the students understanding.

The final element of my teaching is my commitment to my students beyond the classroom. I formed a Toastmasters Club on campus where students learn public speaking skills. I serve as faculty advisor to the University Economics Association, which has grown in the last two years to over 200 members. Finally, I have a yearly congratulatory dinner at my home for students who have completed the accounting series.

The 2000-2001 Academic year will undoubtedly be my most rewarding teaching experience in my almost twenty years at UCSC. The Business Management Economics Program, in which I am involved in the planning and development, has reached a high degree of professional recognition. Over 70% of the students completing my six course accounting series have been hired by the Big Five National Accounting firms and will start what I am sure will be successful professional careers after graduation. This number is increasing at a steady rate each year as more firms are realizing what a gem the UCSC accounting program has become. Through my professional contacts, firms with such household names as PricewaterhouseCoopers, Arthur Andersen & Co. and Deloitte & Touche are now regularly visiting the campus to actively recruit my students. Last fall my beginning course swelled to over 200 students as evidence of the success of the program.

For me the bottom line is the good feeling that comes from launching students into successful careers. I remain in contact with many students that I have had over the years and I am especially elated when one calls or writes and tells me they have passed the national Certified Public Accountant examination or have gotten that big promotion. Many of the students, like myself, come from working class families and are often the first member of their family to go to a university. As a teacher and a role model I try to provide ample evidence to my students that what they learn in the classroom is a key element for success in life.