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]

www.gradschool.cornell.edu/professional-development-3

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

– Jared’s Process

Teaching Perspectives Inventory

www.teachingperspectives.com/tpi/

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

•  hXp://www.wordle.net/create  

•  hXp://www.tagxedo.com  

Jared’s 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  teacher’s  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  Fink’s  “Self-­‐‑Directed  Guide  for  

Designing  Courses  for  Significant  Learning”:  www.deefinkandassociates.com/index.php/resources/

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

www.unf.edu/ofe/teaching_learning/Assessment.aspx

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

Specific Considerations • Diversity

www.cirtl.net/diversityresources

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  participants… Learner 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:

www.manula.com/rachael-juliano (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