DON KALESCKY
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  • BUSINESS ADMINISTRATION Instructor
  • BUS 120, Introduction to Business
  • BUS 204, Business Statistics
  • BUS 290, Business Communication
  • BS (Finance), San Diego State University
  • MBA, National University
  • VOICEMAIL: 760.757.2121 x1249
  • EMAIL: dkalescky@miracosta.edu
Don Kalescky
Excited Students

Don Kalescky brings to MiraCosta College decades of executive level experience in banking, real estate, finance, operations, and administrative management.  He has been responsible for a broad base of management functions including customer service, business development, valuations, finance, budgets, quality assurance and compliance, systems, and regulatory interface.  Don has executed widely varied business strategies: start up, growth through production, acquisition, consolidation, and liquidation.  He has held positions with key man responsibility for major financial institutions including FT Mortgage Companies as Executive Vice President, ORIX Real Estate Capital Markets as Managing Director, HomeFed Bank, FSB as Senior Vice President and Great American Bank, SSB as Senior Vice President.  He has also been involved in several start up operations.

Don holds the Mortgage Banking industry’s highest professional designation, Certified Mortgage Banker, Master level (CMB).  He also earned a Master of Business Administration, Law, from National University and a Bachelor of Science, Finance and Psychology, from San Diego State University.

Don has been active in the Mortgage Banker’s Association of America sitting on their Servicing Counsel, CMB oral exam panels and serving as a CMB candidate mentor.  He has Co-chaired the MBA Commercial Real Estate Finance Education Committee and drafted the Capital Markets course outline.  He has also sat on the Commercial Real Estate Finance Counsel, Leadership Servicers Forum.

Mr. Kalescky has taught the graduate level course; Managing Financial Institutions- University of Texas at Arlington and Real Estate Investment-Richland College, Dallas.  He has been a member of Richland College Real Estate Finance Advisory Committee as well as a past member of FNMA, FHLMC and ALLTEL advisory groups

On a personal level, Don is an avid cyclist, likes to read and plays the saxophone (Alto & Tenor).

 

SYLLABUS LINKS

BUS290: 1204 Fall 2017 (SEC)

BUS120: 1195 Fall 2017 (SEC)

BUS204: 3062 Spring 2016 (SEC)

BUS204: 1143 Summer 2016 (OC)

VIDEO LINKS

BUS 204 Don Kalescky Class Intro

BUS 204 Don Kalescky Pt1 Pt2 Pt3

BUS 120 Introduction to Business Chapters for first two weeks of semester (PDFs):
BUSN-9: CH01 CH02

BUS 204 Business Statistics Chapters for first two weeks of semester (PDFs):
Business Statistics: A First Course, 3rd Edition, Sharpe, DeVeaux & Velleman: INTRO CH01 CH02

BUS 290 Business Communication Chapters for first two weeks of semester (PDFs):
BCOM-8: CH01 CH02

IMPORTANT NOTE on CLOSED Classes: All the online classes and many of the on-campus classes close quickly. You should register ASAP if you are interested in any class. If you change your mind, please drop the class immediately so others can enroll. If the class is closed, consider the Wait List procedures; be aware of the rules and the limitations. Otherwise, consider these options: 1) register for another section if available; 2) register for another class; 3) consider registering in a future semester; 4) show up for the first day of an on-campus class and discuss with the instructor; or 5) forget about it and move on. The instructor will not intervene with the wait list procedure.

Please be aware that, once a class reaches maximum enrollment and “closes,” on or after the first day of the semester, even if “available” spaces appear on SURF due to drops, it is within the instructor's complete discretion on whether to add more students at that time. Drops after the first day are normal attrition and are factored in when setting the maximum enrollment. The class has started and important assignments and subject matter have already been covered. Please do not email the instructor. Thank you for your understanding.

Teaching Philosophy/Style and Class Management/Activities

• We are to be Instructors that Students want to emulate. We must always remember that our words and actions are reflecting what we truly believe. In a positive way we should be noticeably distinguishable.
• We are to incorporate proper ethical response to real life examples used in class. Examples include how do you respond when you have been treated unfairly, work for a very difficult boss, are faced with pressure to be unethical or obviously immoral behavior of others.
• We are to demonstrate deep caring.
• We are to be committed to quality and integrity.
• Students, faculty and staff are to be treated with fairness, honesty, gentleness and compassion.
• Inspiring students to love to learn lays the foundation for a lifelong pursuit of knowledge.
• Students learn best from instructors who are engaged, committed professionals enthusiastic about the subject matter they teach and help students learn.
• Make the course meaningful, impactful and enjoyable for the students. In designing and executing course curriculum, I strive to tie together specific and related subject matter learning with skills and knowledge that are needed for success in the workplace. It is important that the education that students get is of relevant value to the workplace. My goal is to strengthen the value they will add to future employers and to their own career opportunities.
• Be thoughtful and prepared about what and how to present course curriculum. Diligent preparation is critical. Skills like research, critical thinking, punctuality, writing, listening, questioning, self- evaluation and working with others are important. A clearly articulated thorough syllabus and detailed lesson plans are likewise important as is consideration of students’ general overall course workload.
• Engage the students. The best learning environment is based on engaged students. Encourage students’ participation through a combination of lecture with discussion, real life examples, and student contributions. Students learn hrough involvement, not just passive listening. Respectfully encourage and support diversity of backgrounds and ideas.
• Seek and be receptive to periodic feedback as to the progress of learning and achievement of learning objectives. I believe that testing is for more than just assessment and is also an opportunity to extend the learning process.
• Enhance learning through servant leadership. It is important to make myself available to students above and beyond class time.