The challenge of facing Parkinson's has not slowed the pace of innovation in the courses of Carroll School of Management accounting professor Pete Wilson, who has been honored in many ways as a master teacher. He thinks about his teaching鈥攁nd just about everything else in life鈥攁s 'the journey from me to we.' (Tony Rinaldo)
On a Monday afternoon, Professor Pete Wilson motions toward a large screen in Fulton 130 displaying an accounting problem that needs to be solved. The class is Introduction to Financial Accounting, taken mostly by first-year students, and Wilson is presenting them with a knotty question about how the air carrier JetBlue accounts for its long-term leases. Wearing a brown suit and floral tie, Wilson looks out on the curved lecture room with rising seats and says abruptly鈥斺�淕o!鈥�
The decibel level rises as 45 students break into small groups, racing to solve the problem. They had prepared for class by examining a Wilson-created case study of a fictitious firm (鈥淏usy Beaver Woodwork Company鈥�) and its accounting entries for leases. That taught them the applicable concepts鈥攁nd in many courses, that might have been enough. But during class, Wilson pushes his students to apply those concepts to a more complex real-life situation. It鈥檚 his way of upping their game.
After just a minute of debate among the student team members, Wilson calls the class back to order. No one has an answer. So Wilson lectures a little more and then invites the groups to convene again. This time, when the brief discussions conclude, a young man in the front, sporting a black T-shirt and green cargo pants, serves up solid numbers and the reasoning behind them. Wilson smiles and gives high-fives to members of that group.
G. Peter Wilson鈥攈older of the Joseph L. Sweeney Chair in Accounting at the Carroll School鈥攃ame to Boston College in 1997, having taught at the business schools of Stanford, MIT, and Harvard. Over the years, he has been honored in many ways as a master teacher. In August, he accepted the inaugural Innovation in Financial Accounting Education Award at the American Accounting Association鈥檚 annual meeting. At that same gathering, he also received the J. Michael and Mary Anne Cook Prize for "superior" teaching at the graduate accounting level.
Wilson does not hide the honors: gracing several bookshelves in his fifth-floor Fulton Hall office are crystal, silver, mahogany, and other varieties of award clocks. And yet, the professor isn鈥檛 the most lenient grader when it comes to his own performance in class. Wilson鈥檚 way of thinking about his teaching鈥攁nd just about everything else in life鈥攈as to do with what he calls 鈥渢he journey from me to we.鈥�
When asked about the undisputed view that he鈥檚 a great teacher, he disputes the point: 鈥淚t鈥檚 just not true,鈥� he says. By way of analogy, Wilson says that he considers himself a 鈥渧ery good鈥� husband and father but that he has a 鈥済reat鈥� family. 鈥淚鈥檓 a very good teacher, but I have great classes,鈥� he says, noting that students are held largely responsible for the success of his classes. 鈥淚t鈥檚 all about us, not about me.鈥�
Wilson adds, 鈥淵ou have to say it for years before you believe it. And then you wake up one morning and say, 鈥業 can鈥檛 do this without them.鈥欌�� He believes it鈥檚 a lesson for not only professors but also students who, in his classes, do much of their work in teams.
For more than a decade, his professional 鈥渨e鈥� has included his wife, Carolyn R. Wilson. In 2002, Carolyn鈥攚ho had held senior positions in accounting at Hewlett-Packard and Agilent Technologies鈥攖eamed up with her husband to launch the multimedia website . It is 鈥渁 free portal for accounting educational content for global educators and learners, including corporate and self-learners,鈥� according to its 鈥淎bout鈥� page. The website includes video lessons consisting of PowerPoint-style slides and voice-over by Wilson. It is used by his students at Boston College as well as others around the world.
Seven years ago, Carolyn officially became an unpaid lecturer at the Carroll School, focusing mainly on the use of technology, such as interactive clickers, in Pete鈥檚 classes. Her role has expanded as Pete鈥檚 famously animated stride across the classroom has become a little slower, his chirpy voice a little softer. Wilson lets his students know on the first day of class that he is struggling with Parkinson鈥檚, not to gain sympathy but to make them feel comfortable. 鈥淭hey know that if I mumble, they could ask me to repeat something,鈥� he says. He wears a lapel mic in class and no longer needs to write on the whiteboard because Carolyn is operating the screen.
These challenges haven鈥檛 slowed the pace of innovation in a Wilson class. Though the Wilsons embrace new tools for presenting information, Pete鈥檚 largest innovation over the past decade or so has been pedagogical rather than technological. It has been his use of the so-called 鈥渇lipping the classroom鈥� model of teaching, in which students get their first exposure to new material outside of class, usually through readings and lecture videos. Then they use class time to do the harder work of digging more deeply into problems that go beyond assigned material.
During a lecture on teaching to fellow Carroll School faculty in March of last year, Wilson explained: 鈥淲ith the flipped class, students learn lower-level thinking skills on their own prior to class, which frees up class time to cover higher-level critical thinking.鈥� The need for students to prepare well for class discussions is part of what Wilson means when he says his classes鈥� success depends in no small part on the students.
鈥淵ou have to know when you鈥檙e wrong. 聽That鈥檚 part of the journey from me to we.鈥�
Carolyn says that in recent years the Wilsons have become 鈥渕ore intentional鈥� about their way of flipping the classroom. They鈥檙e more explicit with students about what the method involves and why it鈥檚 worth the extra effort. The explaining begins weeks before a course begins, with an uncommonly long and detailed syllabus鈥攁 鈥渃ourse map,鈥� as Wilson calls it鈥攖hat arrives in the inboxes of newly registered students. The 71-page course map for Financial Accounting includes this advisory: 鈥淲e teach tough, demanding classes because the course goals are tough and demanding. But we are committed to creating supportive learning environments that make it possible to set high standards.鈥�
As a result of this full disclosure, many registered students change their minds. Carolyn says that 30 students once dropped Financial Accounting before the first meeting, switching to another, more traditional section of that introductory course required of all Carroll School students. But the add/drop flurry had no net effect on class size because students who were initially closed out of the Wilsons鈥� two sections came in off a waiting list. In that sense, 鈥渟tudents self-select into the class,鈥� Carolyn points out.
鈥淲hatever you put into the class, you get out of it, and then some,鈥� Will LaHera 鈥�18 of East Greenish, New York, said after class one day. 鈥淎t first it鈥檚 a hurdle. And you might be afraid to give a wrong answer but then you realize it鈥檚 a safe place. You hear Professor Wilson talk about celebrating the wrong answers鈥濃�攐nes that are well reasoned if not accurate at the final step. Alluding to the intensive preparation outside of class, Paola Pesant 鈥�19 of Miami interjected, 鈥淲e make a lot of the mistakes before we get to class.鈥�
Wilson frequently recalibrates the difficulty of the problems presented to the students in each class. 鈥淭here鈥檚 a fine line between challenging them and killing them,鈥� he acknowledges, saying there have been instances when he and Carolyn have apologized for asking too much. 鈥淵ou have to know when you鈥檙e wrong. That鈥檚 part of the journey from me to we.鈥�
Despite the level of difficulty, Wilson gets glowing evaluations from his students. They seem to have bought into his argument that in a knowledge economy they need to continually raise their game. For one thing, Wilson points out that accounting firms and other companies are 鈥渋ncreasingly outsourcing their tasks requiring lower-level thinking to countries where these tasks could be done for a fraction of the costs,鈥� as he remarked during a talk to faculty. 鈥淭he only way for our students to compete is to move up the thinking hierarchy.鈥�
That lecture was delivered at the Wilson Faculty Teaching Seminar, a workshop series for Carroll School faculty renamed for him a year earlier.
鈥淲ith Pete, it鈥檚 never been鈥斺�業鈥檓 the one who knows it all.鈥� 聽He鈥檚 always attuned to something he could learn from any other teacher.鈥�
鈥淧ete鈥檚 an outstanding teacher, but he鈥檚 also a mentor of teachers,鈥� says Carroll School Professor Judith Gordon, who chairs the Management and Organization Department as well as the School鈥檚 teaching committee. She was referring to Wilson鈥檚 less visible role in helping faculty members to improve as teachers. 鈥淗e鈥檚 very egalitarian about it. He views the discussions with faculty as a two-way conversation,鈥� Gordon stresses. 鈥淲ith Pete, it鈥檚 never been鈥斺�業鈥檓 the one who knows it all.鈥� He鈥檚 always attuned to something he could learn from any other teacher.鈥�
The last day of a Pete Wilson class is typically listed in the syllabus as 鈥淩eflections,鈥� underscoring what he sees as the importance of regularly reflecting on one鈥檚 experiences, priorities, and personal and intellectual growth.
One by one, representatives of each team reported on what they judged to be the top lessons learned in the class, among them, 鈥渃ooperating and collaborating with others in order to truly grow,鈥� and 鈥渞ealizing that accounting isn鈥檛 just black and white, there are lots of shades of gray.鈥� During his own reflections, Wilson offered bits of advice such as 鈥渞ediscover your intellectual curiosity,鈥� 鈥渄on鈥檛 judge yourself too quickly,鈥� and 鈥渟tretch yourself and be willing to fail.鈥� He also said when he hears from alumni 20 years after graduation, what they remember most about a Boston College education is the accent on values and integrity.
鈥滘蝌街辈� students excel because of values,鈥� Wilson told the class, adding with a smile鈥斺�淎ccounting helps too.鈥�
Pete Wilson says he loves hearing from former students and invites all to get in touch with him at wilsongp@bc.edu.
鈥�Adapted from a profile by William Bole for the Carroll School of Management newsletter 'Carroll Connection'