B Fritsch

 B Fritsch

B Fritsch

  • Courses3
  • Reviews5

Biography

San Diego Community College District - Art

Communications Specialist and College Professor/Let me make a difference in the lives of your students!
Education Management
Bernie
Nofel
Greater San Diego Area
I teach people to stand up and make a difference in this world through the spoken word. I have 10 years experience as a college professor and have critiqued more than 30,000 student speeches.

I teach everyone from beginning speakers to established professionals how to plan, construct, and present better than they do now.

I teach people to overcome their fears and free their voices in front of crowds.

I have been honored to give keynote speeches at college graduations, been interviewed on television, and starred on stage.

I have taught more than nine different college subjects related to communication and leadership.

I speak about communication, leadership, motivation, and careers.

I can teach you to speak, lead, and climb your next mountain too!

I teach.


Experience

  • Quizmaster Entertainment

    Master Quizmaster

    Quizmaster Entertainment provides innovative, quiz and game-based experiences for retirement communities, corporate trainings, fundraisers, bars, and restaurants. Using British pub Quiz Nights as a foundational model, Quizmaster introduces teaching and training pedagogy, marketing and fundraising tools, and a sensitivity for working with seniors to help make trainings more effective, fundraisers more successful, and retirement communities more enriching.

  • San Diego Miramar College

    Instructor/Professor

    Teaching Public Speaking Skills to High School students taking college courses for college credit. Emphasizing whole person development, empowerment, and each individual's potential to make a difference.

  • NewSchool of Architecture + Design

    Instructor

    • Created and developed Business Communication course from learning objectives to lesson plans.
    • Dramatic learning outcomes led to advisory role in school’s national presentation competitions.
    • Enjoy superior student feedback: “Almost at a loss for words to describe the benefits from this class.”

  • California Art Institute

    Instructor

    Developed curricula, lesson plans, rubrics, and grading systems for the following accredited college courses: Effective Speaking; Career Development; Introduction to Success; Leadership and Organizational Development; and Internship.
    • Introduced theatrical elements to class activities, including singing, dancing, joke-telling, and other tools to create a dynamic, energetic experience with the intent of enhancing information retention and class participation.
    • Create class culture of high expectations, particularly regarding punctuality and an innovative system for supporting punctuality.
    • Classroom culture emphasizes student peer feedback; total person development; and high expectations within a supportive, flexible environment.
    • Enjoy high course evaluations (per the IDEA survey) and positive student feedback, with one student writing, “Bernie is by far the best teacher I have ever had in my entire life.”

  • Platt College

    Instructor

    Developed curricula, lesson plans, rubrics, and grading systems for the following accredited college courses: Public Speaking; Technical Writing; English Composition; Marketing; Marketing Communications; Success Strategies; and Career Development.
    • Created transformational course called “Success Skills” which guides the creation of a Personal Mission Statement connecting each student’s academic experience with their inner motivations and identified values. This two-week course has been credited with having had a positive impact on the culture of the college, leading to a more supportive, focused and motivated student body.
    • Introduced innovative course design practices which included parallel team and individual projects and project-centered classes allowing for application of course principles;
    • Use student-led presentations on assigned reading as a catalyst for class discussion;
    • Explicitly create a clear, explicit role for the instructor focusing on leading the process for the assigned project and introducing materials from professional experience.
    • Classes are known for a high level of student satisfaction, with one student commenting “Bernie’s class took us places we couldn’t have reached on our own.”

Education

  • National University

    M.A.

    Strategic Communication

  • University of Phoenix

    MA

    Organizational Management

ART 100

4.3(2)

ARTF 100

3.5(1)