"Always" is a word that comes up frequently in comments about Richard K. Lyons, Haas School of Business. "Always had time for questions"; "always available for appointments"; "always prepared"; "always enthusiastic." Lyons' knowledge, his boundless enthusiasm, and his attention to the needs of his students are cited over and over again. "The fact that you really care about us and our experience in the course shows in absolutely everything you do. Live long and prosper," says a student.
"His enthusiasm for the subject matter and his communications skills make for a level of dynamism that is hard for most professors to achieve on their best days in the classroom. He does it day in and day out," says a colleague.
Lyons, a specialist in international finance and trading in the foreign exchange markets, says, "When teaching undergrads I keep in mind a phrase I read years ago: 'The primary purpose of a liberal education is to make one's mind a pleasant place in which to spend one's time.' Says a student, "I left class not only with a much deeper understanding of the subject, but also a feeling of empowerment: that I could now tackle bigger and more challenging problems."
Lyons sees an added dimension to teaching Ph.D. candidates: "Ph.D. interaction is as much about communicating values as it is about developing critical thinking. I value honesty in the classroom. I value mutual respect. I value intellectual curiosity and creativity."
Says a student, "If Rich was teaching 'The Influence of the Cucumber in American Business,' I would take it."
Lyons joined the Haas School of Business faculty in 1993. He received his B.S. from Berkeley and his Ph.D. from the Massachusetts Institute of Technology.
Statement Of Teaching Philosophy
New Teacher: So what's your approach?
Rich: Well that depends on who I'm teaching. Undergrads,
M.B.A.s, Ph.D.s -- they have different needs, different abilities, and
different modes of communication. Each type of student tunes in at a different
frequency.
New Teacher: For example?
Rich: Undergrads taking International Finance come from a
variety of majors, which means a variety of strengths and weaknesses:
my Economics majors have taken Econometrics but my Business majors haven't.
It's an art to present empirical results based on econometric methods
without causing frustration. In fact, when teaching undergrads I keep
in mind a phrase I read years ago: "The primary purpose of a liberal
education is to make one's mind a pleasant place in which to spend
one’s time." On the other hand, Ph.D. interaction is as much
about communicating values and instincts as it is about developing critical
thinking.
New Teacher: But values, can these really be influenced in the classroom?
Rich: Yes, I believe they can. A semester is plenty long for
the students to read your values. And if values and actions align the
message is powerful. I value honesty in the classroom -- I'm not
afraid to admit I don't know something (but I also follow up with
answers later). I value mutual respect -- my favorite student comment
reads "He didn't answer the phone when I was in his office; I appreciate
that." I value intellectual curiosity and creativity -- the student-selected
projects I assign are designed as a vehicle for vintage thought. I value
passion for my material -- for my part I try to give blood at every session.
Colleague: So what are some of your ideas about teaching?
Rich: A key idea a friend once gave me is this: Lower the boundaries
when you teach -- hear what the students hear, see what the students see.
When you connect at that level the students will share the joy of your
discovery.
Colleague: That's not terribly explicit.
Rich: No, but understanding it changes one's teaching style. For me, when boundaries are down, when class flows without effort, and the students are fully present, that's when the voice in the back of my head says "This feels very right." The bottom line is that the topics I teach are the topics that make my mind a pleasant place to spend time, and having students share that place makes it all the more pleasant.