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Teaching Statement Workshop - Cornell Grad School · PDF file2014-07-21 · Teaching Statement Workshop – 12:00 &Welcomeandbuffetlunch – 12:10...

Jun 20, 2018




  • Teaching Statement Workshop

    12:00 Welcome and buffet lunch 12:10 Introduction (David Way) 12:30 Writing and first peer review time (Jared Hale)

    1:00 Specific considerations (Colleen McLinn)

    1:15 Writing and second peer review time

    1:35 Resources, Open Q & A 1:55 End

    Graduate School Office of

    Postdoctoral Studies and CU-CIRTL

    [email protected] [email protected]

    Center for Teaching

    Excellence [email protected] [email protected]

    Academic Job Search Series

  • Learning Objectives Following this workshop, you should be able to:Describe some of your individual beliefs and teaching personality

    List key points of a well-wriXen teaching philosophy statement

    Describe ideas on how students learn best in your field

    Identify areas for development/feedback

    Addresses Graduate School Professional Development Competencies in: Teaching, Career Development

  • Exercise 1

    Write down what you believe are the key points (2 or 3) that define a teaching philosophy.

  • Components of a Teaching Philosophy Statement

    Definitions of Learning & Teaching Teaching Experience Implementation Methods Teacher-Learner Relationships Evaluation & Assessment Methods Professional Development

  • Strategies for Writing a Quality Teaching Philosophy Statement

    Jareds Process

  • Teaching Perspectives Inventory

  • Word Clouds Put them through word cloud generators to see what are striking words you have used

    hXp:// hXp://

  • Jareds Teaching Statement

  • Exercise 2: Write and Share

    Write/discuss ideas, and then share drafts at your table during our first peer review time (until ~1:15 pm):

    What is a teachers role in the classroom?Ex: Coach, Mentor, Lecturer, Entertainer, Drill Sergeant, etc

    What are the important qualities of a great teacher?Ex: Style of lecturing, Knowledge, Passion, Organization, AIitude, etc

    How do students learn best in my discipline/field?Ex: Memorization, Practice, Labs, Action, etc

  • Specific Considerations Assessment of student learning

    What is the best use of in and out of class time to support the desired learning outcomes?

    Castle top template after Dee Finks Self-Directed Guide for

    Designing Courses for Significant Learning:

  • Specific Considerations Assessment of student learning Formative: Low stakes, gather feedback, track progress Summative: High stakes, evaluate learning against a standard

    Focus mainly on student learning in teaching philosophy statements for job applications

  • Specific Considerations Diversity

    Consider:Learner to Content Interactions how participants experience content; how content can be adapted and

    varied Learner to Instructor Interactions respectful teaching behaviors; accessibility for all participantsLearner to Learner Interactions SeXing the tone for respectful

    inclusion in collaborative work; respect for the ideas of all and

    recognition of their value

  • Specific Considerations Technology

    Consider:Examples: (after Moore, 1989)

  • Exercise 3: Write and Share Write/discuss ideas, and then share drafts at your table

    during our second peer review time (until ~1:35 pm): What assessment strategies will you use?Formative vs. summative, in vs. out of class time

    What diversity might you encounter and how will you plan for that?Ex: Gender, socioeconomic, racial/ethnic, (dis)ability, nationality, religion

    What technologies do you use to enhance learning?How and Why? In or out of the classroom? How ensure accessibility?

  • Questions/Concerns? Other Resources?

  • Up next in the Academic Job Search series

    Wednesday, July 30, 12-1:30 pm Research Statements for four-year or liberal arts colleges 102 Mann Library Dr. Jeffrey Werner, SUNY Cortland

    Wednesday, August 20,12-1:30 pm Finding Your Institutional Fit 225 ILR Conference Center Dr. Charles Goodman, Binghamton University Dr. Carl Penziul, Tompkins Cortland Community College Other panelists TBA

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