Richard J. Fendler
Clinical Professor; Co-editor, Journal of Financial Education Department of Finance- Education
- Ph.D., University of Alabama
- M.A., Vanderbilt University
- B.A., Grinnell College
- Specializations
- security price volatility and return distributions
- cost of capital estimation
- managerial compensation
- Biography
Dr. Fendler has over 30 years of experience in higher education. He is a leader in the university in developing and teaching online courses at both the undergraduate and graduate levels. Fendler recently designed a highly popular Commercial Banking and FinTech course for the GSU FinTech Academy and he is part of a group exploring a path to offer the course to business professionals. He also oversees the finance department’s field study program where students gain practical experience with a business firm, non-profit organization, or a government agency, while earning GSU course credit. Fendler has won teaching, instructional innovation, and service awards at GSU, and he currently serves as the RCB representation to the Academic Integrity Task Force that is examining academic honesty in online courses. Fendler’s main research interest is the scholarship of teaching and learning (SoTL). Over the past seven years, Fendler has published research papers in several top-ranked SoTL journals. He is also the co-author of a 7th edition textbook entitled Lectures in Corporate Finance and the co-editor of the Journal of Financial Education, the premier SoTL journal in finance education.
- Publications
- Fendler, R. J., Ruff, C., & Shrikhande, M. (2018). No Significance Difference: Unless You
are a Jumper. Online Learning Journal, Vol. 22, No. 1.
https://olj.onlinelearningconsortium.org/index.php/olj/article/view/887 - Fendler, R. J., Godbey, J. M., & Yates, M. C. (2018). Observing and Deterring Social
Cheating on College Exams, International Journal for the Scholarship of Teaching and
Learning, Vol. 12, No. 1, Article 4. - Fendler, R.J. & Bredthauer, J. (2016). Predictors of Success in an Online Undergraduate Core
Course in Finance. Journal of Economics and Finance Education, 2016, Vol. 15, No. 1. - Fendler, R. J., Ruff, C., & Shrikhande, M. (2016). Evaluating characteristics of top and
bottom performance: Online versus in-class. American Journal of Distance Education, 30(2),
109-120. - Fendler, R. J., & Godbey, J. M. (2016). Cheaters should never win: Eliminating the benefits
of cheating. Journal of Academic Ethics, 14(1), 71-85. - Ashraf, R., Fendler, R., & Shrikhande, M. (2013). Impact of personality types and learning
styles on performance of finance majors. Journal of Financial Education, 47-68. - Fendler, R. J., Ruff, C., & Shrikhande, M. (2011). Online versus in-class teaching: Learning
levels explain student performance. Journal of Financial Education, 45-63 - Fendler, R., Ruff, C., & Shrikhande, M. (2009). Teaching styles, learning levels, and student
performance in the finance core. Advances in Financial Education, 7, 56-85
- Fendler, R. J., Ruff, C., & Shrikhande, M. (2018). No Significance Difference: Unless You