Many teaching statements reference engagement, application, and critical thinking, yet often describe classes that remain confined to theoretical instruction. I intentionally emphasize these three elements and demonstrate their effectiveness in the classroom.
I teach business and leadership through practical experience. My practice includes managing a sled dog kennel in Willow, instructing two university courses during the winter, and facilitating a group setting for doctoral students and more. Rather than passively receiving lectures on leadership styles or developing hypothetical marketing plans, students are assigned immediate, tangible tasks, encounter observable setbacks, and reflect on their actions in real time.
In my courses, engagement is structured as collaborative teamwork rather than being limited to discussion prompts. At the University of Alaska Anchorage, the late January course is a one-credit class open to all students. At Alaska Pacific University, the early February course is two credits, restricted to degree-seeking students, and focuses on outdoor leadership. Both courses convene at Team Ineka.
Students, often unfamiliar with one another, are organized into groups of three: one student drives, another manages the pit (like a NASCAR team), and the third handles the dogs. Roles rotate, ensuring each student faces tasks they might otherwise avoid. The group must still depart on schedule. True engagement is shown by those willing to take on challenging roles, not by mere attendance.
Application happens in real time, and staying on the sled is only a minor part of leading a team. Students must assess and respond to the dog’s needs of the dogs, often in adverse weather, with unreliable equipment, and alongside peers who may lack experience. Despite nearly thirty years of mushing, I find that accurate assessment remains essential. The structure of a dog team parallels that of a business: one member leads, another supports, and a third bears the greatest burden. Progress halts if the team is not aligned. This parallel is not reserved for later discussion; it is the operational reality.
Critical thinking involves challenging initial assumptions. In The Peak, a group coaching environment for doctoral students, there is a tendency to adopt solutions that do not address one’s own context. While a Ph.D. candidate may pursue a postdoctoral position, those in Doctor of Strategic Leadership or Doctor of Business Administration programs are typically already employed and apply their research directly.
The central question is how their research manifests in their professional roles within the next ninety days. If the response is limited to theoretical content, critical thinking has not yet begun. Sessions occur twice weekly for ninety minutes. Students are expected to engage with unresolved questions. Curiosity that cannot withstand constructive feedback does not constitute critical thinking; it merely reflects personal preference.
Student success requires both accessibility and rigor. I review students’ work but do not complete it for them. My feedback identifies omissions and deferred decisions. Office hours are ineffective if students seek only reassurance and leave without addressing their gaps. The objective is to foster ownership. A student who can recount the class but cannot articulate their own decisions has not fully participated.
I adapt my teaching methods when classroom experiences reveal shortcomings. The winter courses demonstrated that theoretical lectures on leadership styles are insufficient when confronted with practical challenges. The doctoral setting showed me that a professional degree must be grounded in substantive practice, not merely serve as academic credentials. I retain effective strategies and eliminate those that are rhetorical.
My teaching approach immerses students in practical tasks before providing theoretical explanations. Engagement shows up when students embrace unfamiliar roles. Application requires making decisions under real-world conditions. Critical thinking demands abandoning initial assumptions. The future business leader integrates all three competencies simultaneously.
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