ANDRÉ P. WALTON

Educated in the U.K., I graduated from high school with Advanced Level qualifications in math, the sciences, and electronics. I worked primarily as an electronics engineer until I landed a university job in medical physics, researching ways of measuring medical ultrasound. During my medical physics work I invented two medical ultrasound instruments that the university declined to commercialize, and that marked the beginning of my career as an entrepreneur.

Shortly after that I added a musical instrument microphone to my list of inventions and started a business to manufacture that range of products. The C-ducer microphone became well known among professional musicians and the piano version of the microphone became the go-to device for amplifying and recording piano. Exports grew to cover thirty countries and a U.S. subsidiary with thirty sales personnel helped sales grow at a 30%/annum pace.

After selling both music and medical businesses André became an export consultant before enrolling in the University of Nevada, Reno’s social psychology Ph.D. program, from which he graduated in 2005[1].

Already a scuba instructor and coach, education became one of André’s passions. He has taught for Girne American University, in Northern Cyprus, where he elevated to the position of Dean, the local community college where he taught sociology, entrepreneurship, marketing and management, and the University of Nevada, Reno, also teaching various management subjects at the Master’s Degree level.

André’s recreational time is spent hiking, biking, camping, playing tennis, and making music as a professional (jazz) flautist.

[1] ‘Dissertation subject: ‘Social influences on organizational creativity’

Presentations to

• Marconi Institute of Creativity, Bologna, Italy, which presentation was broadcast by the Italian Broadcasting Company. This presentation can be viewed at: https://www.youtube.com/watch?v=Gh3th9jNOm0 2008
• Facilitated workshop on Organizational Creativity to the Smithsonian Institute, Washington, D.C. and N.A.S.A.
• European Design Center Award
• The Daily Telegraph ‘Innovations for Industry’, award.

Teaching Philosophy

Accommodating for students for whom English is not their first language, or for whom the American culture is not their second nature, is vital in our diverse world. In my teaching, I put my philosophy regarding cultural inclusiveness into practice in several ways:

a) By incorporating material and techniques that cater to different learning styles. Specifically, I use the VARK approach: Visual, Auditory, Reading/writing, and Kinesthetic learning. For instance, rather than simply repeating key aspects of a particular topic verbally, I use different media to accommodate these different learning styles and reinforce important points.

b) I have students create small groups (typically of four or five students). Important topics from the class are discussed within these groups. This practice encourages the valuable phenomenon of peer learning, and also provides a smaller and more comfortable environment in which students can share their views.

c) I encourage students to take advantage of confidential ‘office time’ opportunities to discuss any problems they may have with the course material or other aspects of the classes.

d) I post videos on the class platform relating to key in the class. Videos may be TED Talk type presentations or videos that I have made to summarize key points from the classes.

e) I make it clear to every class that any kind of abusive or otherwise inappropriate behavior will not be tolerated.

In short, my classes are designed around the concepts of ensuring students:

a) Can freely express their opinions and who they are, what they believe in, and their life preferences.

b) Feel they can freely participate in all class-related activities, in and out of the classroom.

c) Feel safe from abuse, inappropriate humor or criticism, or harassment.