Wisdom of Humor

Teaching

Thank you for being the patient and incredible teacher you are. You are one of the only teachers I've had throughout college who made an effort to keep lectures interesting while teaching us what we had to know at the same time. I've had you for three classes now, and always looked forward to attending class. You seem to genuinely care about students who care. Importantly, you reminded me that grades aren't everything and, although I get average grades, that doesn't mean I'm not smart. Also, I appreciate the pro-feminist comments you make on a daily basis. I look up to you and just wanted to thank you for all you've taught me.
—Kayla Bongers.

I can't tell you that I remember everything from your class, but what I can tell you is that I remember you. I have had dozens of professors in my five years of college, and you stood out among them. I guarantee this could be said by many of your students. As to why I remember you, that's simple. It's because you cared. There was one time, I don't know if you can recall, that I came to your office. We were discussing the timeline of a paper or something of the sort, and we got on a random discussion about music. You then proceeded to pull out your scrapbook of these vintage photos of you in a rock band in Canada. I loved that. I've never had a teacher share something personal with me and it humanized you. I guess the point of this email is to tell you thank you. All that you have done for me as an educator is greatly appreciated.
—Gage Rossbach.

I just wanted to take the time to thank you again for a great semester. I genuinely appreciate your support during the term. Your positive attitude and encouragement motivated us to work harder. In all honesty, I was skeptical when I took the class at first, because I was not sure how the class would benefit me, but the theories we studied were an eye opener for me regarding different aspects of my current work environment. It may sound weird, but I feel as though I am able to view my current workplace with a different set of eyes. I have also been able to relate different topics we discussed in class to areas outside my work life, which reaffirms how much of an impact the course had on me. Similarly, you were able to present the material to us in a comical manner, which made it that much more exciting! Although I might not have been one of the best students, I don't want that to be a reflection of how much I enjoyed and benefited from the class.
—Dahlia Elshourbagy.

You were always my favorite instructor, mostly because you were always the best at keeping lectures entertaining and lively, even those 2 and a half hour night classes! I graduated from the Labovitz School of business just two years ago, but in those short two years I have had a lot of time to reflect on my time at Labovitz, and you have always stood out as one of the most devoted professors the school has. Your dedication to teaching the case method and dedication to your research on humor are evidence of that. I know UMD and Labovitz would greatly benefit from having more faculty as devoted as you!
—Chris Lehmann.

You always ran an engaging classroom full of insight and humor, and made the experience enjoyable to be a part of. It was awesome to be able to learn from someone of your pedigree at UMD, and I want to congratulate you on your success in academia and wish you luck on your future endeavors!
—Zachary Pochucha.

I just concluded our annual sales meeting this week (in Miami Lakes, FL!). I had to give two presentations, one with a group (although I designed it). Several at the meeting commented that the presentations were well constructed, with excellent graphics and layout. This is no doubt a result of taking your course. Each group was rated with a point system so a winning team was announced. Our team won, with each member actually getting a cash prize! Thanks again for the high quality instruction. It is starting to pay dividends.
—Steve Bell.

Dr. Lyttle is one of the best professors I've ever had. I took his classes numerous times under my Master of Business program at Penn State. He uses real business cases to help students understand business concepts, problem solving and creativity. He challenges the students minds and really teaches you how to think.
—Dan Lievens.

Thank you again for coming to teach at UMD this year. Your ability to communicate information makes you the the most effective educator I have had in my five years of college classes.
—Nick Unger.

He was one of the best professors in the business program at Penn State. He has an extensive knowledge in his area as well as a deep understanding of foreign culture. As business goes global today, I believe that both business and academia will appreciate a talent like him. I strongly recommend him.
—Yoshie Sawa Hanson.

Professor Lyttle is one of the best professors here at UMD. I have learned a great deal about organizational behavior and management in his class. His weekly quizzes make sure you keep on top of the subject matter. His tests are tough, but you learn a lot. I would recommend Professor Lyttle to any of my classmates. It has been a pleasure to be one of his students.
—Robert Whitcomb.

Organizational Behavior

Graduate--MBA: Penn State Great Valley - MGMT 501 - 10 times; York University (Schulich) - OBIR 5100 - 6 times; Long Island University - MBA 613 - 16 times; Upper Iowa University - BA 505 - twice, once online
Undergraduate: University of Minnesota - MGTS 3401 - 17 times; Long Island University - MAN 152 - 15 times; Ryerson University - CMGT 405 - twice

Related Courses

Principles of Management--Undergrad: University of Minnesota - MGTS 1101 - 3 times; Long Island University - MAN 101 - 9 times; DeVry University - MGMT 303 - 9 times; Ryerson University - CMGT 100/200 - 8 times
Social Issues/Ethics: Penn State Great Valley - BUSAD 551 (Social Issues) - twice; University of Lethbridge - MGMT 3031 (Responsibility) - 3 times; DeVry University - HUMN 205 (Ethics and Technology) - 7 times; DeVry University - HUMN 445 (Theoretical Ethics) - 5 times
Communications/Skills: University of Minnesota - MGTS 4475 (Negotiation) - 3 times; Penn State Great Valley - BA 517 (Communication) - 12 times; University of Lethbridge - MGMT 3080 (Mgmt Skills) - 3 times; DeVry University - SPCH275 (public speaking) - once, team taught

Related Experience

Designed and circulated standardized syllabus templates for on-ground courses at all levels, including protected course descriptions and learning objectives for each course.

Prepared accessible but accurate instructional sample APA paper that was adopted throughout the institution (about 5,000 students).

Gave presentations to students on writing in APA style and format.

Designed and implemented Assurance of Learning exercise at Penn State Great Valley that formed part of the AACSB reporting cycle.

Designed and presented seminars on teaching with the case method at Long Island University.

Facilitated group work in five sections of York University's MGMT 5150 Management Skills course.

Supervised three Independent Study courses by graduating MBA students at York University.

Faculty advisor to the winners of the 2001 Strategy Field Study Award for Excellence (York).

Supervised six Independent Study courses by graduating students at Long Island University.

Student Evaluations

University of Minnesota

UMD Student Evaluation Forms, using a Likert scale on which
6 means Strongly Agree and 1 means Strongly Disagree.

6 = Best Score 1 = Worst Score	Spring 2016
I felt comfortable asking questions	5.62
Created open respectful environment	5.57
Instructor graded in a timely way	5.49
The instructor was organized	5.49
Clearly articulated expectations	5.46
Instructor used class time well	5.40
Regular assessment of class progress	5.40
I learned a lot in this course	5.38

Penn State University

Student Ratings of Teaching Effectiveness (SRTEs), using a Likert scale
on which 7 means Excellent and 1 means Poor.

7 = Best Score 1 = Worst Score	Spring 2010
Students' freedom to ask questions	6.82
Skill in encouraging students to think	6.71
Effectiveness in improving critical thinking	6.65
Instructor's responses to student questions	6.65
Instructor's knowledge of subject matter	6.59
Effectiveness of examples used	6.59
Instructor's willingness to help students	6.53
Rate in terms of preparation for class	6.53
Overall quality of the instructor	6.53

Long Island University

Student evaluations, using a Likert scale on which 5 means Excellent,
4 Above Average, 3 Average, 2 Below Average, and 1 Poor.

5 = Best Score 1 = Worst Score	Spring 2007
How do you rate his/her knowledge of the subject matter?	4.8
Did the instructor appear adequately prepared for class?	4.8
How do you rate his/her fairness in dealing with students?	4.7
Was the instructor organized in presenting the course?	4.7
Did the instructor encourage students to think?	4.6
Was the presentation balanced (alternative viewpoints)?	4.6
Did the instructor encourage students to participate?	4.5

All Courses Taught