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Do You Want to Work in College or Professional Sports..???

training & business skills

 with Kyle Tadman

short description:
Baseball, Football, Basketball, Hockey, NCAA -- Front Office Sales, Administration and Management, Sports Information, Media Relations, Community Relations, Sports Agents
long description:
I can provide you with direction and guidance, as well as specific tips on how to break into the professional sports world....whether you want to be an agent or work in the front office of a team as part of its sales force or administrative staff.

I will draw from my own experience in doing so...first as an intern and then working my way up to the positions of Media and Community Relations Director and then later the Director of Communications for a minor league baseball. I have worked for three professional sports organizations in sum and still pay close attention to the industry as a whole.

Below is a brief job description for one of my prior employers:

Professional Baseball Club
Director of Communications / Sales Account Executive

• Responsible for the design and content, as well as the production of annual Sales Brochure, Souvenir Program, Pocket Schedule, and Media Guide

• Coordinated the Hot Stove Banquet, Media Night, Meet the Players Night, the Charity Golf Outing, and player/coach appearances throughout the community’s school district

• Responsible for public relations and team promotions

• Acted as an Account Executive during the off-season selling print, radio, sign, and interactive advertising to small and large companies in the surrounding communities

• Interviewed, hired, and supervised staff of 12 part-time employees to assist with day to day operations during the season

credits obtained:
minimum class size:
fee comments:
 session structure





Do You Want to Work in College or Professional Sports..???

live session

Baseball, Football, Basketball, Hockey, NCAA -- Front Office Sales, Administration and Management, Sports Information, Media Relations, Community Relations, Sports Agents

1h 0m

total duration: 1h 0m over 1 session(s)
comments: n.a.

discussion forums: 1

duration: 1h 0m
fee: 10US$  (100lp)
payment: at delivery
delivery method: live online and self-paced

Quick Help

United States

Kyle Tadman

description of :
I work as an Adjunct History Professor for a local university here in West Palm Beach, Florida where I live. I have earned two Bachelor of Arts degrees from the University of Iowa, one in Communication Studies and the other in History. I also hold a Masters of Arts in U.S. History from Western Illinois University with a focus on American foreign-policy in the Middle East and Southwest Asia.
Teacher's qualifications:
Kyle David Richard Tadman, M.A.
Northwood University

Adjunct History Professor
General Education Department
West Palm Beach, FL 33409

(305) 785-0532

Curriculum Vitae


Northwood University, West Palm Beach, Florida
Adjunct History Professor – U.S. and World History
August 2013 – Present


Western Illinois University, Macomb, Illinois
Masters of Arts (M.A.) in U.S. History
Graduation, May 2012

University of Iowa, Iowa City, Iowa
Bachelors of Arts (B.A.) in History
Graduation, May 2007

University of Iowa, Iowa City, Iowa
Bachelors of Arts (B.A.) in Communication Studies
Graduation, May 2001


“Making of U.S. Foreign-Policy during the Soviet-Afghan War”
(Abstract - See Attachment)


Studying the Spanish language informally
Studying the Arabic language informally


“An American Provocation: U.S. Foreign Policy During the Soviet-Afghanistan War,” Western Illinois Historical Review – Volume V, Spring 2013


“Dripping in Oil: U.S. Involvement in the 1953 Iranian Coup” (Journal Article)

“John Jay: America’s Founding Father of Foreign-Policy” (Journal Article)


“American Arabia: the Saudi Kingdom and U.S. Foreign-Policy Beyond Oil”……

“Operation Gladio: Europe’s Most Notorious Network of the 20th Century”……

“Battle Over Kashmir: Historical Implications for American Foreign-Policy”……


Phi Alpha Theta Society
American Historical Association (AHA)
Society for Historians of American Foreign Relations (
Historians of the Twentieth Century United States (HOTCUS)



Western Civilization I
Western Civilization II
Intro to the Modern World
U.S. History Survey I (Global Perspective)
U.S. History Survey II (Global Perspective)
U.S. Diplomatic Relations Survey


American Revolutionary War
Nazi Germany
Soviet Union (1917 – 1945)
World War I and II
Vietnam War
Cold War
U.S. Foreign-Policy in the Middle East (19th and 20th Century)
U.S. Foreign-Policy in Southwest Asia (20th Century)
U.S. Foreign-Policy during the Soviet-Afghan War
U.S. involvement in the 1953 Iranian Coup over Mohammad Mosaddeq
U.S. involvement in the 1973 Chilean Coup over Salvador Allende
U.S. Intelligence and Espionage Operations


Dr. Roberto Mazza – Assistant Professor, Western Illinois University
Dr. Richard Filipink – Associate Professor, Western Illinois University
Dr. Virginia Jelatis – Associate Professor, Western Illinois University
Dr. Barclay Key – Assistant Professor, University of Arkansas at Little Rock
Dr. Walter Kretchik – Professor Emeritus, Western Illinois University
Dr. Paul Greenough – Professor, University of Iowa


United States Army National Guard, Enlisted Soldier,
E-4 Specialist, MOS: Combat Engineer
Iowa and California (2/1992 - 2/2000)
Engaged in leadership and discipline training
Designated Platoon Sergeant for duration of Basic Combat Training
Honorably discharged in February of 2000


Kaplan University – Online Division
Graduate Admissions Advisor
Plantation, FL (June 2011 – November 2012)
- Conducted over the phone interviews in screening potential students for admission to master’s level degree programs in the academic areas of criminal justice, legal studies, psychology, and education
- Worked with students in getting them through admissions process including academic advising, financial aid, registrar, and career services

Westwood College
Admissions Representative
Denver, CO (September 2008 – June 2009)
- Conducted over the phone or face to face interviews in screening potential students for admission to associate, bachelor, and master’s degree programs
- Worked with students in getting them through admissions process including academic, financial aid, registrar, career services, campus housing


“The Making of U.S. Foreign Policy During the Soviet-Afghanistan War”

Kyle D. Tadman, M.A. in History

The history of U.S. foreign-policy has been a long and winding road since America’s birth in the late eighteenth century. Part of its more recent past entails the nation’s intervention in the decade-long Soviet–Afghanistan War that took place between 1979 and 1989. Much of the analysis surrounding this topic focuses on the latter part of the conflict when President Reagan was in office and fails to adequately address how the American government’s foreign-policy of aiding the Afghan Resistance Movement came about in the first place. In identifying this earlier period in the conflict as an area of opportunity for further exploration, the thesis’ work examines how the U.S. foreign policy-making process actually took place during the first half of the war between 1979 and 1984.

The research presented in the first chapter is designed to provide a historical context and setting for the United States’ foreign-policy in Afghanistan during this time. Over the course of the next three chapters, readers come to understand who was responsible for influencing, setting forth, and implementing the American’s chosen policies that were designed to confront their Cold War rival in Southwest Asia. Those interested will learn why the Soviet Union invaded their southern neighbor to begin with and then introduced to who was waiting for the Russian’s military to arrive when they did. The work also answers the often debated question as to when the CIA began covert operations inside Afghanistan and explores the working relationships that the American intelligence organization had with a few select foreign countries in order to carry out its mission of supporting the Mujahidin’s forces. Most importantly however, the research and assessments provide a foundation for further exploring how the American foreign policy-making process that occurred during this period under study was largely responsible for creating the circumstances and environment that is responsible for the existing terrorist threat posed by Islamic fundamentalists today.

's preferred teaching style:
My Teaching Philosophy – A Statement

As a history teacher, there are a number of things I try to accomplish with my students. First and foremost, I feel it is important they understand a little bit about who I am and why I teach the subject, as well as what they can expect from me throughout the semester. This, I hope, will help them realize that I am very much invested in their education and here to help them learn about the past and how it impacts their lives today. At the same time, I want to know a little bit about my students and their expectations of me in regards to what they hope to get out of my course so that, when appropriate, I can tailor my instruction and the materials I present around meeting their differing needs. I also strive to make the study of historical topics as interesting as possible. This is accomplished in part by using maps for geographical context and thru the posting of provocative discussion questions each class period about a given historical topic that is related to a contemporary event in the news that week. I also invite guest speakers into my classroom from time to time and use costumes and other props when I can in an effort to engage my students in a number of different ways.

Keeping in mind that my class may be the first history course he/she may have taken at the college level, I try to impress upon them that events in history have not occurred inside a vacuum, but rather within a much larger context of worldly affairs happening simultaneously. I also try to provide them with an opportunity to pursue the professional historian’s ‘craft’ by exposing them to primary documentation and then requiring its use in their writing assignments. My students are also instructed on critically developed theories and concepts derived from course textbooks, and have concrete, relevant, and easily understood examples to draw from in their weekly lessons for easy comprehension of the material being covered. For example, aspects of the now declassified government document known as NSC-68 is reviewed in detail while discussing the beginnings of American involvement in the Cold War during my U.S. History Survey II course.

Exposure to the life of a professional historian, I believe very strongly, helps them understand how practitioners deal with fundamental problems and issues surrounding their research, interpretation, and writing of history. It also helps them realize that, although dates, people, and specific points in time in our past are significant, it is the question of ‘what does it mean from a broader context’ that is really important when considering the study of historical issues. Through all of that, I strive to impress upon them that the study of history is continuous in its interpretation and understanding in light of new information always becoming available and they need to be open to adjusting their conclusions as such.

Finally, I use a number of different learning modalities to accomplish the goals I have with my students to include lecturing and providing time for them to role play and interact in a group discussion setting. I also employ a number of other collaborative learning techniques that are focused on the student and conducive to the topic under study. Additionally, I show educational videos and assign individual writing assignments and oral presentations in an effort to assess and improve their analytical and critical thinking skills; and to help them make reasonable inferences about historical events after learning more about the details within a broader context. Lastly, it is important for me to take a ‘pulse check’ of my student’s comprehension level of the material being covered during the course in trying to determine if each student’s ability to synthesize and integrate their own learning and ideas is steadily improving as the weeks pass by and semester comes to a close. --- Kyle David Richard Tadman


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