What do playing the trombone, becoming a comedian and teaching in executive education programs have in common?

What do playing the trombone, becoming a comedian and teaching in executive education programs have in common? ABSTRACT Repertoire: --a stock of plays, dances, or pieces that a company or a performer knows or is prepared to... [ view full abstract ]

What do playing the trombone, becoming a comedian and teaching in executive education programs have in common?
ABSTRACT
Repertoire:
--a stock of plays, dances, or pieces that a company or a performer knows or is prepared to perform.
--the whole body of items that are regularly performed.
--a stock of skills or types of behavior that a person habitually uses.
https://www.google.com/#q=definition+of+repertoire
Assessing the impact of teaching on student learning is an educational enterprise that has been going on for many years. Less common, however, is the evaluation of the impact of teaching on the instructor. That is, how does increasing teaching experience both in terms of the number of years doing it, and the diversity of teaching experiences improve teaching? This is of course an empirical question. The paper focuses on one type of teaching experience and its overall contribution to improving instruction in public administration and policy. I draw from experience in short-term, non-degree teaching in executive programs (EE). These programs are aimed at middle level or senior government officials and may be as short as one day or as long as four weeks (on rare occasions longer). I show how this type of teaching can improve one’s teaching repertoire much like a young professional trombonist (think of Tommy Dorsey in his early twenties) or a comedian trying to make the big time develops a professional repertoire. One’s repertoire is a combination of pedagogical technique and policy and management substance. Since short-term, non-degree teaching in executive programs is different from degree-based, semester length teaching, it presents specific challenges, especially for the novice EE instructor. As the repertoire improves via EE teaching, it is likely to transfer to more conventional graduate level profession education. Case examples come from the Hungary, United States, China, Macedonia and Singapore.