UCSD Teaching Statement workshop
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This document provides guidance on developing an effective teaching statement for academic job applications. It discusses the purpose of teaching statements, outlines common components like teaching philosophy and goals, and provides examples. General guidelines are presented, such as keeping statements brief, being specific with examples, and focusing on teaching over research. Resources for creating teaching statements are listed at the end.
UCSD Teaching Statement workshop
- 1. SUCCESSFUL 1 TEACHING STATEMENT Peter Newbury Center for Teaching Development pnewbury@ucsd.edu @polarisdotca Adapted from presi by Cynthia Lee (CSE, UCSD). Also, University of Michigan, Vanderbilt University, and others… October 18, 2012
- 2. Overview 2 Purpose and structure of teaching statements Format and components Practical considerations A few examples Sketch out your own teaching statements Share and peer critique
- 3. End of grad school = stress 3 visa/immigration publish thesis in journ thesis job search moving defense funding/grants Research Statement CV Teaching Statement references
- 4. Job announcements 4 Most job announcements require applicants to submit a “Teaching Statement”
- 5. “Teaching what?” 5 Teaching Portfolio Teaching Philosophy • Teaching Statement Teaching • Statement of Teaching Stateme • Statement of Teaching nt Philosophy • and more…
- 6. Purpose of a Teaching Portfolio 6 Collect in one place all your evidence of teaching teaching philosophy teaching statement evaluations (like CAPE) examples of your work: slide deck, assignments, exams Feedback from students, colleagues, bosses START ASAP
- 7. Purpose of a Teaching 7 Philosophy Thesis statement for a broader teaching portfolio Helps tie together and synthesize evidences Demonstrate that you are reflective about your teaching Communicate your goals and actions As you revise, it may shape how you teach Help you set goals for professional growth
- 8. Purpose of a Teaching 8 Statement Be hired in your desired position Demonstrate that you are reflective about your teaching Communicate your goals and actions Thesis statement for a broader teaching portfolio, if one will be included in your application
- 9. On your index card… 9 The teaching I’ve experienced was like a ___________ because
- 10. On your index card… 10 The teaching I’ve experienced was like a _toaster_ because fresh students went in and a little while later, (delicious) prepared students popped out.
- 11. On the other side… 11 My teaching is / will be like a _________________ because
- 12. A Teaching Statement gives… 12 o Your conception of how learning occurs o A description of how your teaching facilitates student learning o A reflection of why you teach the way you do o The goals you have for yourself and for your students o How your teaching enacts your beliefs and goals o What, for you, constitutes evidence of student learning o The ways in which you create an inclusive learning environment o Your interests in new techniques, activities, and cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/
- 13. Vanderbilt CfT Teaching Statement 13 in wordle, with keywords only http://www.wordle.net/show/wrdl/5884593/Teacing_Statement_content_from_Va nderbilt_CfT_-_keywords_only
- 14. Vanderbilt CfT Teaching Statement 14 in wordle, all words http://www.wordle.net/show/wrdl/5884639/Teaching_Statement_content_from_V anderbilt_CfT_-_all_words
- 15. Example I subscribe to the cognitive theory of constructivism. That is, I’ve found that students don’t understand things deeply until they have time for “reflective abstraction” - a period where students pause, think back on what they have been told, and build in their own minds a picture of the concept. I thus believe that a good question, one which forces students to reflect on what they’ve absorbed, is worth at least five or ten minutes of lecture, so I employ Socratic discourse to help students work through the material for themselves.
- 16. General Guidelines 16 o Make your Teaching Statement brief and well written. While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length. o Use narrative, first-person approach. This allows the Teaching Statement to be both personal and reflective. o Be sincere and unique. Avoid clichés, especially ones about how much passion you have for cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/
- 17. General Guidelines 17 o Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples, whether experienced or anticipated. This will help the reader to better visualize you in the classroom. o Be discipline specific. Do not ignore your research. Explain how you advance your field through teaching. o Avoid jargon and technical terms, as they can be off-putting to some readers. cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/
- 18. General Guidelines 18 o Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes. o Be humble. Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues. o Revise. Teaching is an evolving, reflective process,cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/ and Teaching Statements can be
- 19. How do I get all this…into that? 19 LEGO image: wrenfieldrambling.blogspot.com Shuttle image: itsfullofstars.tumblr.com
- 20. Five major components (Chism, 20 1998) 1. Conceptualization of learning How do people learn? 2. Conceptualization of teaching How do I facilitate that learning? 3. Goals for students Content and skills 4. Implementation of philosophy What do I do in the classroom? Does it work? 5. Professional growth plan How have I grown, and how will I grow in the future?
- 21. On your index card… 21 Why do I teach? or What do I believe or value about teaching and learning?
- 22. Rubric, revise, rubric, revise… 22 Needs Excellent Work Weak Goals for student learning Enactment of goals (teaching method) Assessment of goals (measuring student learning) Creating an inclusive learning environment Structure, rhetoric and language www.crlt.umich.edu/tstrategies/tstpts
- 23. Resources 23 Center for Research on Learning and Teaching, University of Michigan http://www.crlt.umich.edu/tstrategies/tstpts Center for Teaching Vanderbilt University cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/ McGraw Center for Teaching and Learning Princeton University www.princeton.edu/mcgraw/library/for-grad-students/teaching- statement Center for the Advancement of Teaching Ohio State University ucat.osu.edu/teaching_portfolio/philosophy/philosophy2.html Center for Teaching Development University of California, San Diego ctd.ucsd.edu/pfp
Editor's Notes
- #21: Metaphors: Container, Journey-Guide, Master-Apprentice, Coach…