Robert B. "Ripp" Daniell
- Knoxville US-TN
- [email protected]
Teach the following courses:
Jeff Anderson Regional Medical Center, Meridian, MS
Monson Developmental Center, Palmer, MA
Teaching Assistant for a quantity food production undergraduate course
Responsible for educating and supervising students in a student-run cafeteria on campus, including purchasing, preparation, sanitation, and service.
Waller, Stephen; Trendafilova, S., & Daniell, R.B. Ripp (submitted 2012, July) Motor City Rebound?: Sport as a Catalyst to Reviving Downtown Detroit: A Case Study. City, Culture, and Society.
Daniell, R.B. Ripp & Costello, Carol A. (2012, August) Measuring the effects of Restaurant Week event attributes on consumer satisfaction and behavioral intention in an event containing a charitable component. 2012 Annual ICHRIE Summer Conference & Marketplace
Line, Nathaniel D., Daniell, R.B. Ripp & Costen, Wanda M. (2012) Assessing the Affective Image Of Nature-Based Tourism Destinations: The Natural Area Vs. The Gateway City. 17th Annual Graduate Education and Graduate Student Research Conference in Hospitality and Tourism.
Daniell, R.B. Ripp (2011) Watching Exam Review Videos on a Course Management System Website: Student Utilization and Academic Outcomes by Major. University of Tennessee Graduate Student Research Colloquium.
Daniell, R.B. Ripp & Costen, Wanda M. (2011) Leveraging Technology to Enhance Learning: Students' Perception and Utilization of Videotaped Exam Review Sessions. Frontiers in Southeast CHRIE Hospitality and Tourism Research: Vol. 15, No. 1 (pp. 10-14)
Daniell, R.B. Ripp & Antun, John M. (2010) Sign of the Times; Adoption Levels ofInternet based Marketing Technology by the Top 15 U.S. Restaurant Chains. Frontiers in Southeast CHRIE Hospitality & Tourism Research: Vol. 14, No. 2 (pp 13-17)
Daniell, R.B. Ripp & Costello, Carol A. (2012, August) Measuring the effects of Restaurant Week event attributes on consumer satisfaction and behavioral intention in an event containing a charitable component. Paper presented at the 2012 Annual ICHRIE Summer Conference & Marketplace, Providence, RI
Line, Nathaniel D., Daniell, R.B. Ripp & Costen, Wanda M. (2012, January) Assessing the Affective Image Of Nature-Based Tourism Destinations: The Natural Area Vs. The Gateway City. Paper presented at the Graduate Education and Graduate Student Research Conference in Hospitality and Tourism, Auburn, AL
Daniell, R.B. Ripp & Costen, Wanda M. (2011, August) Analyzing The Effectiveness Of Videotaped Exam Reviews On Performance Outcomes In A Hospitality Course. Paper presented at the European Association for Research on Learning and Instruction (EARLI) conference, Exeter, UK.
Daniell, R.B. Ripp (2011, April) Watching Exam Review Videos on a Course Management System Website: Student Utilization and Academic Outcomes by Major. Paper presented at the University of Tennessee Graduate Student Research Colloquium, Knoxville, TN.
Daniell, R.B. Ripp & Costen, Wanda M. (2011, February) Leveraging Technology to Enhance Learning: Students' Perception and Utilization of Videotaped Exam Review Sessions. Paper presented at the Southeast CHRIE Conference, Atlanta, GA.
Daniell, R.B. Ripp & Antun, John M. (2010, October). Sign of the Times; Adoption Levels of Internet based Marketing Technology by the Top 15 U.S. Restaurant Chains. Paper presented at the Southeast CHRIE Conference, Beaufort, SC.
Graduate Student Advisory Board, University of Tennessee, 2010-present
Treasurer - Hotel, Convention, and Restaurant Association, University of Alabama 1997-1998
My approach to teaching was developed by both my family and my many roles in the hospitality industry. My mother taught high school for 32 years, and the impact she was able to make on the thousands of students she taught is staggering. She was a strict teacher, and ensured that the students were held to the highest standards. The students were not always happy with her, but they respected her, knew that she cared about them as people, and most importantly, learned the material she taught them.
I consistently craved the ability to make a similar impact on people, yet my career was not conducive to doing so. In order to fulfill my need to teach, I volunteered to teach training sessions whenever possible, and delighted not only in the feedback I received when teaching a class, but watching my training put into practice throughout the organization. One of the greatest hurdles when training line-level employees is making sure that they understand that we are all here to learn, including myself, and that with positive feedback and open discourse, we will all benefit.
I believe in the value of education. Education affords opportunities in life that are mostly unattainable without proper knowledge and training. A lack of properly educated citizens would cripple potential advances in society. I feel that my job as an educator is to prepare students for the work environment and for them to gain the necessary skills to be successful.
My primary objective as an educator is to create an active classroom environment where students realize that the learning process can be engaging, fun, and rewarding. Mixed instructional methods are utilized such as standard lectures, videos, interactive lectures (clicker technology), group discussions, student presentations, and open discourse. This process ensures that my passion and creativity in the classroom remains intact over time. In addition to an active classroom environment, the use of course management systems' discussion boards play a large role in my courses. Students are encouraged to share their thoughts on particular topics related to the course through the discussion board. Some students may be uncomfortable speaking in class, yet will share freely in an online environment. Educational delivery methods are constantly changing, and I feel that an active environment will allow both students and teachers to thrive through cyclical learning.
As a former hospitality industry executive, I believe that employees should deliver value to their employer. They should offer solutions, not problems to their managers. I am keenly aware that many employers hire college graduates for their ability to analyze a situation or problem, and creatively form a solution. To that end, another one of my objectives is to ensure that students develop critical thinking skills. Students are challenged to "think differently", question existing norms, and apply learned concepts into real-life situations.
I believe that true accomplishments in life are the result of attention to detail, determination, and hard work. My third objective is that students will understand that the things that it takes to be successful in my class is a precursor to what it takes to be successful in life. I believe in a "tough love" classroom environment, where students are able to truly be themselves, but understand that I require diligence, determination, and effort.
As a part of HRT 210 (Foodservice Operations Management), I taught a section on food safety using a program called ServSafe. Successful completion of this program is required for all restaurant managers by most Health departments in the U.S. Of the students who took the certification exam, only one did not receive a passing grade, which was a 75. I feel that the students who took the exam have an advantage with prospective employers in that the employers will not have to pay for the student to be certified. (see appendix for ServSafe results).
The results of the examinations reveal that I should focus future efforts on ‘Legal Issues’ and ‘Facilities’ to ensure that students are not deficient in these areas.
Teaching evaluations for HRT210 (see Appendix B) represent the first formal evaluations I have received as an instructor. I feel that the results from the standardized questions are mostly positive and are quite informative to me as a teacher, yet the open-ended answers were more effective for me to make changes in my future endeavors.
Some excerpts from open-ended questions:
Question #1:Wasthisclass intellectuallystimulating?Did itstretch yourthinking?
Question #2:Whataspectsof thisclass contributed most to yourlearning?
Question #3:Whataspectsof thisclass detracted from yourlearning?
Question #4:Whatsuggestions do you havefor improvingthe class?
The comments above reveal many positives regarding my teaching and some things I must work on. Beginning with issues I need to improve upon, I must be able to relate 200-level material to juniors and seniors so they do not feel that they are wasting their time. Additionally, I must learn to clearly state the objectives of the lecture, and state how they will be met. I also need to slow down my delivery somewhat as students said they had trouble keeping up with the notes. Also, the group project for the course may need to be revised or removed. Lastly, the classroom was very noisy with construction outside, and broken air-conditioning making for an uncomfortable environment.
On a positive note, these comments show me that my management experience translates well into the classroom. My ability to relate the material to real-world examples apparently worked well. I am confident moving forward that I can be an effective instructor.
During my graduate career, I have been fortuante to have sole responsibility for a course multiple times. Therefore, in my remaining year at the University of Tennessee, my intention is to assist professors with course design and implementation of new course delivery methods such as clicker technology and video conferencing lectures. These methods will maximize student engagement, and ideally increase students' knowledge of the subject matter.
My long-term teaching goals are straightforward. I hope to attain a tenure-track position at an institution that values teaching and service as well as research. I feel that I am an excellent researcher, yet believe that my teaching and service will yield the greatest impact on others. My hope is to work for a university that values collegiality as well as independence of ideas. Most importantly, I simply wish to be in a wholesome, mature, and exciting environment.
All-American Scholar Collegiate Award 1996-1998
National Dean’s List 1996-1998
University of Tennessee Graduate Student Research Colloquium, Presenter, March, 2011
RHTM Advisory Board Presentation – Best Presentation Award, March, 2012
National Restaurant Association (Association) ManageFirst ProgramInstructor
HRT 445 (University of Tennessee): Instructor of Record Advanced Food Production and Service Management. HRT 445 is an advanced hospitality management simulation designed to give students an opportunity to experience hands on practice in a wide range of managerial skills and techniques that are normally associated with the duties of a hospitality operations manager.
HRT 210 (University of Tennessee): Instructor of RecordIntroduction to Hospitality Operations Management. HRT 210 is a study of the application of principles of menu development, equipment selection, layout, purchasing, production and service of food in volume.
RHM 241 (University of Alabama): Instructor of RecordIntroduction to Food and Beverage Management. RHM 241 focuses on how to profitably manage a food service operation in order to satisfy guests. Students learn how to give guests the highest priority as the details of food and beverage operations are planned, implemented, and evaluated.
NHM 330 (University of Alabama): Undergraduate Teaching AssistantAdvanced Food Production and Restaurant Management. NHM 330 is a student-run full-service restaurant designed to give students the opportunity to experience multiple employee roles within an actual restaurant setting.
HRT 101 (University of Tennessee): Graduate Teaching AssistantScience of Foods. Scientific principles involved with selection, preparation, and evaluation of quality food.
As part of my PhD program, I have taken part in two courses designed to inform me in what to expect when teaching. These are listed below.
BUAD 610: Teaching Preparation Seminar (For credit elective)
Description: This class is aimed at College of Business and related departments' Ph.D. students who have never formally taught and/nor have been responsible for a course. The purpose of this class is to provide initial teacher education training so that Ph.D. students can enter into their first teaching assignment with a knowledge of how to prepare, what they will likely face, how to engage students in the learning process, and how to handle challenges, issues, and problems that often occur in the teaching profession.
Graduate School's Best Practices in Teaching Program
Description: The Best Practices in Teaching Program (BPIT) provides opportunities to discuss teaching-related issues with participants from across the university. This optional program does not replace any orientation to teaching or coursework in pedagogy offered by the student's department, but rather serves as a supplement. The BPIT program offered by the Graduate School offers a broader discussion of best practices in teaching than any one department or unit can offer an introduces graduate students to excellent teachers/mentors from across the disciplines.
Robert Bruce "Ripp" Daniell received his Bachelor's degree in 1998 from the University of Alabama. His extensive work experience in the hospitality industry and desire to teach piqued his interest to pursue advanced degrees. In 2010, he received his Master's degree from the University of Alabama, and accepted a graduate assistantship to pursue his Ph.D. at the University of Tennessee. In 2013, he graduated with a Ph.D. in Retail, Hospitality and Tourism Management with a focus in Sport Tourism.
In addition to sport tourism, Ripp's areas of interest include food and beverage consumer behavior, LGBT tourism, event management, pedagogical technology, and sport management. His research has been published in City, Culture, and Society. Ripp continues to pursue these interests as an Assistant Professor in the Nutrition, Hospitality and Retailing department in the College of Human Sciences at Texas Tech University.