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UCSD Teaching Statement workshop

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Slides from UCSD Center for Teaching Development workshop, Writing a Successful Teaching Statement. Based on presentation by Cynthia Lee (UCSD) and resources at U Michigan and Vanderbilt

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UCSD Teaching Statement workshop

  1. 1. SUCCESSFUL 1 TEACHING STATEMENT Peter Newbury Center for Teaching Development pnewbury@ucsd.edu @polarisdotcaAdapted from presi by Cynthia Lee (CSE, UCSD). Also, University of Michigan,Vanderbilt University, and others… October 18, 2012
  2. 2. Overview2 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. 3. End of grad school = stress3 visa/immigration publish thesis in journ thesis job search moving defense funding/grants Research Statement CV Teaching Statement references
  4. 4. Job announcements4 Most job announcements require applicants to submit a “Teaching Statement”
  5. 5. “Teaching what?”5 Teaching Portfolio Teaching Philosophy • Teaching Statement Teaching • Statement of Teaching Stateme • Statement of Teaching nt Philosophy • and more…
  6. 6. Purpose of a Teaching Portfolio6 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. 7. Purpose of a Teaching7 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. 8. Purpose of a Teaching8 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. 9. On your index card…9 The teaching I’ve experienced was like a ___________ because
  10. 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. 11. On the other side…11 My teaching is / will be like a _________________ because
  12. 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. 13. Vanderbilt CfT Teaching Statement13 in wordle, with keywords only http://www.wordle.net/show/wrdl/5884593/Teacing_Statement_content_from_Va nderbilt_CfT_-_keywords_only
  14. 14. Vanderbilt CfT Teaching Statement14 in wordle, all words http://www.wordle.net/show/wrdl/5884639/Teaching_Statement_content_from_V anderbilt_CfT_-_all_words
  15. 15. ExampleI subscribe to the cognitive theory ofconstructivism. That is, I’ve found that studentsdon’t understand things deeply until they havetime for “reflective abstraction” - a periodwhere students pause, think back on what theyhave been told, and build in their own minds apicture of the concept. I thus believe that agood question, one which forces students toreflect on what they’ve absorbed, is worth atleast five or ten minutes of lecture, so I employSocratic discourse to help students workthrough the material for themselves.
  16. 16. General Guidelines16 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. 17. General Guidelines17 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. 18. General Guidelines18 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. 19. How do I get all this…into that?19LEGO image: wrenfieldrambling.blogspot.comShuttle image: itsfullofstars.tumblr.com
  20. 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. 21. On your index card…21 Why do I teach? or What do I believe or value about teaching and learning?
  22. 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. 23. Resources23  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

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