This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
Preparing to Teach 2: Learing Outcomes and AssessmentPeter Newbury
This document provides an overview of a training for graduate teaching scholars on developing learning outcomes and assessments. It discusses key concepts like backward design, formative and summative assessments, Bloom's taxonomy, and creating learning outcomes aligned with course goals. Examples are provided of writing learning outcomes and matching assessments for a driver's education course. The training covers aligning topic-level and course-level outcomes, and designing classroom environments that engage students in natural critical learning.
The College Classroom Wi16 Meeting 10: The First Day of ClassPeter Newbury
The document provides guidance for instructors on effectively structuring the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations. Specifically, instructors should explain why the course is interesting and worthwhile, what kind of classroom environment they want to create, and how students can succeed. The document cautions against overly focusing on rules or assuming all students were present on the first day. Overall, it emphasizes making a good first impression to engage students and set the stage for a successful course.
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
This document summarizes a presentation on implementing evidence-based teaching methods in college classrooms. The presentation discusses how student and faculty expectations often differ, with research showing students have different expectations than professors, especially in introductory courses. The presentation advocates making learning expectations and goals explicit and transparent to students through stating connections between activities, assignments, and outcomes. Specific strategies are provided, such as linking daily lessons to overall learning outcomes and using assignment templates that specify the purpose, skills practiced, and evaluation criteria.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
Preparing to Teach 2: Learing Outcomes and AssessmentPeter Newbury
This document provides an overview of a training for graduate teaching scholars on developing learning outcomes and assessments. It discusses key concepts like backward design, formative and summative assessments, Bloom's taxonomy, and creating learning outcomes aligned with course goals. Examples are provided of writing learning outcomes and matching assessments for a driver's education course. The training covers aligning topic-level and course-level outcomes, and designing classroom environments that engage students in natural critical learning.
The College Classroom Wi16 Meeting 10: The First Day of ClassPeter Newbury
The document provides guidance for instructors on effectively structuring the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations. Specifically, instructors should explain why the course is interesting and worthwhile, what kind of classroom environment they want to create, and how students can succeed. The document cautions against overly focusing on rules or assuming all students were present on the first day. Overall, it emphasizes making a good first impression to engage students and set the stage for a successful course.
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
This document summarizes a presentation on implementing evidence-based teaching methods in college classrooms. The presentation discusses how student and faculty expectations often differ, with research showing students have different expectations than professors, especially in introductory courses. The presentation advocates making learning expectations and goals explicit and transparent to students through stating connections between activities, assignments, and outcomes. Specific strategies are provided, such as linking daily lessons to overall learning outcomes and using assignment templates that specify the purpose, skills practiced, and evaluation criteria.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 1: How People LearnPeter Newbury
This document provides an overview of the first meeting of a college classroom course on how people learn. It introduces the instructor and discusses key findings from the National Research Council report "How People Learn". These findings include that students come to class with preexisting understandings, competence requires a deep foundation of knowledge organized within a conceptual framework, and metacognition helps students take control of their own learning. The document models constructivist teaching techniques and discusses implications for creating learner-centered classroom environments.
The College Classroom Wi16 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that covered various interactive teaching techniques including peer instruction with clickers, think-pair-share activities, demonstrations, using artifacts, surveys, whiteboards, discussions, and videos. It discussed how these techniques engage students in the learning process compared to traditional passive lecturing. Research showing active learning improves student performance, particularly in STEM fields, was also reviewed. The document encouraged incorporating these activities in college classrooms to enhance student learning and retention.
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
The College Classroom Wi16 Meeting 2: Developing ExpertisePeter Newbury
This document summarizes key points from a meeting about developing expertise. It discusses how expertise develops through deliberate practice, not innate talents. Deliberate practice involves activities beyond one's current level of ability, feedback, and repetition. Motivation to engage in deliberate practice is important for developing expertise, as it requires years of focused practice. When teaching, instructors should help students approach tasks with the goal of improving, focus on their performance, get feedback, and continually refine their skills through regular practice in order to develop expertise in a subject area.
The College Classroom Wi16 Meeting 6: Peer InstructionPeter Newbury
The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessmen...Peter Newbury
This document summarizes a presentation about fixed and growth mindsets and assessment that supports learning. It discusses how having a growth mindset is important for both students and teachers. A growth mindset is needed to engage in deliberate practice and feedback, which are essential for learning. The presentation recommends using rubrics and targeted feedback to foster growth mindsets and support productive practice in students. Teachers must approach students with a growth mindset about their potential and tailor instruction based on individual abilities and needs.
CIRTL Spring 2016 The College Classroom Meeting 2 - Developing ExpertisePeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 7: They're not dumb, they're differentPeter Newbury
This document summarizes key points from a meeting about creating inclusive college classrooms. It discusses the importance of recognizing student diversity and how it impacts learning. Effective strategies include designing courses to minimize negative impacts, building on student diversity, and creating a sense of community in the classroom. The document also references conclusions that emphasize the need for less condescending pedagogy, more discussion and dissent, and a less hierarchical classroom culture.
The College Classroom Fa15 Meeting 9: The First Day of ClassPeter Newbury
The document discusses best practices for the first day of class, including establishing motivation for the course, personalizing the learning experience, and setting expectations. It emphasizes welcoming students, introducing yourself, involving students, and ending on time with important contact information. The goals are to help students understand why the course is interesting and worthwhile and feel that they can succeed with effort. Instructors should believe all students are capable of learning and avoid sending messages of distrust on the first day.
CIRTL Spring 2016 The College Classroom Meeting 1 - How People LearnPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Fa15 Meeting 8: They're not dumb, they're differentPeter Newbury
1. The document summarizes key points from a meeting about recognizing student diversity in the college classroom. It discusses how students have different attitudes, motivations, and needs and how instructors should group students and design courses to minimize negative impacts.
2. It also discusses a reading about a student named Eric's experience in an introductory physics class, noting issues like the professor not explaining solutions well and focusing only on content delivery rather than fostering discussion.
3. The reading concludes that classroom culture needs changes like more intellectual overview, historical context, less condescending pedagogy, more discussion and dissent, and more community.
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
Best practices for running peer instructionPeter Newbury
Peer instruction is a student-centered teaching method that uses clickers to engage students in answering conceptual questions. The document outlines the choreography for effectively implementing peer instruction, including having students first answer questions individually, then discuss in small groups before voting again. It emphasizes giving students sufficient thinking and discussion time. Peer instruction works best in a flipped classroom where students learn basic content at home so class time can be spent on challenging concepts with immediate feedback.
The College Classroom (Fa14) Week 2: Developing Expertise through Deliberate ...Peter Newbury
The document discusses the development of expertise through deliberate practice. It describes how expertise requires extensive practice over many years, with activities that challenge just beyond one's current skills level and provide feedback. While some innate traits like size influence certain careers, deliberate practice is how experts in most fields attain and maintain their high level of performance. The document also addresses how to help students develop expertise in their own areas of study and practice.
Joe Morgan's teaching philosophy focuses on engaging students through class interaction, exploration of multiple means, and experimentation. He engages students by moving around the classroom, telling relevant stories, and getting students to participate in discussions. For exploration, he demonstrates concepts in three ways and lets students try them. Finally, he provides time for students to experiment on their own or in groups to discover and learn from mistakes. His goal is for students to feel confident using library research tools.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 1: How People LearnPeter Newbury
This document provides an overview of the first meeting of a college classroom course on how people learn. It introduces the instructor and discusses key findings from the National Research Council report "How People Learn". These findings include that students come to class with preexisting understandings, competence requires a deep foundation of knowledge organized within a conceptual framework, and metacognition helps students take control of their own learning. The document models constructivist teaching techniques and discusses implications for creating learner-centered classroom environments.
The College Classroom Wi16 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that covered various interactive teaching techniques including peer instruction with clickers, think-pair-share activities, demonstrations, using artifacts, surveys, whiteboards, discussions, and videos. It discussed how these techniques engage students in the learning process compared to traditional passive lecturing. Research showing active learning improves student performance, particularly in STEM fields, was also reviewed. The document encouraged incorporating these activities in college classrooms to enhance student learning and retention.
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
The College Classroom Wi16 Meeting 2: Developing ExpertisePeter Newbury
This document summarizes key points from a meeting about developing expertise. It discusses how expertise develops through deliberate practice, not innate talents. Deliberate practice involves activities beyond one's current level of ability, feedback, and repetition. Motivation to engage in deliberate practice is important for developing expertise, as it requires years of focused practice. When teaching, instructors should help students approach tasks with the goal of improving, focus on their performance, get feedback, and continually refine their skills through regular practice in order to develop expertise in a subject area.
The College Classroom Wi16 Meeting 6: Peer InstructionPeter Newbury
The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessmen...Peter Newbury
This document summarizes a presentation about fixed and growth mindsets and assessment that supports learning. It discusses how having a growth mindset is important for both students and teachers. A growth mindset is needed to engage in deliberate practice and feedback, which are essential for learning. The presentation recommends using rubrics and targeted feedback to foster growth mindsets and support productive practice in students. Teachers must approach students with a growth mindset about their potential and tailor instruction based on individual abilities and needs.
CIRTL Spring 2016 The College Classroom Meeting 2 - Developing ExpertisePeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 7: They're not dumb, they're differentPeter Newbury
This document summarizes key points from a meeting about creating inclusive college classrooms. It discusses the importance of recognizing student diversity and how it impacts learning. Effective strategies include designing courses to minimize negative impacts, building on student diversity, and creating a sense of community in the classroom. The document also references conclusions that emphasize the need for less condescending pedagogy, more discussion and dissent, and a less hierarchical classroom culture.
The College Classroom Fa15 Meeting 9: The First Day of ClassPeter Newbury
The document discusses best practices for the first day of class, including establishing motivation for the course, personalizing the learning experience, and setting expectations. It emphasizes welcoming students, introducing yourself, involving students, and ending on time with important contact information. The goals are to help students understand why the course is interesting and worthwhile and feel that they can succeed with effort. Instructors should believe all students are capable of learning and avoid sending messages of distrust on the first day.
CIRTL Spring 2016 The College Classroom Meeting 1 - How People LearnPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Fa15 Meeting 8: They're not dumb, they're differentPeter Newbury
1. The document summarizes key points from a meeting about recognizing student diversity in the college classroom. It discusses how students have different attitudes, motivations, and needs and how instructors should group students and design courses to minimize negative impacts.
2. It also discusses a reading about a student named Eric's experience in an introductory physics class, noting issues like the professor not explaining solutions well and focusing only on content delivery rather than fostering discussion.
3. The reading concludes that classroom culture needs changes like more intellectual overview, historical context, less condescending pedagogy, more discussion and dissent, and more community.
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
Best practices for running peer instructionPeter Newbury
Peer instruction is a student-centered teaching method that uses clickers to engage students in answering conceptual questions. The document outlines the choreography for effectively implementing peer instruction, including having students first answer questions individually, then discuss in small groups before voting again. It emphasizes giving students sufficient thinking and discussion time. Peer instruction works best in a flipped classroom where students learn basic content at home so class time can be spent on challenging concepts with immediate feedback.
The College Classroom (Fa14) Week 2: Developing Expertise through Deliberate ...Peter Newbury
The document discusses the development of expertise through deliberate practice. It describes how expertise requires extensive practice over many years, with activities that challenge just beyond one's current skills level and provide feedback. While some innate traits like size influence certain careers, deliberate practice is how experts in most fields attain and maintain their high level of performance. The document also addresses how to help students develop expertise in their own areas of study and practice.
Joe Morgan's teaching philosophy focuses on engaging students through class interaction, exploration of multiple means, and experimentation. He engages students by moving around the classroom, telling relevant stories, and getting students to participate in discussions. For exploration, he demonstrates concepts in three ways and lets students try them. Finally, he provides time for students to experiment on their own or in groups to discover and learn from mistakes. His goal is for students to feel confident using library research tools.
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
This document summarizes a meeting about improving student learning experiences in college classrooms. It discusses how a passive classroom environment can occur when there is a lack of community between the professor and students. It also emphasizes recognizing the impact of student diversity on learning and designing courses to minimize negative responses to diversity. The document suggests that creating a more positive classroom culture through approaches like fostering more discussion and dissent could help propagate learning.
CIRTL Class Meeting 9: Teaching as researchPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Writing a teaching philosophy statementJulie Sievers
The document provides guidance on developing a teaching philosophy statement. It explains that a teaching philosophy statement clarifies a faculty member's purpose in course design, interactions with students, and approach to ongoing self-assessment and development. It should be 1-2 pages, use first-person, and include elements such as learning objectives, teaching activities, and how the faculty member contributes to student learning and the university's mission. Developing a strong teaching philosophy statement provides benefits for the faculty member, students, and evaluators for tenure and promotion reviews. The document encourages attendees to draft portions of their own statement.
This document provides guidance on writing a teaching philosophy statement. It explains that teaching philosophies are now commonly required for job and promotion materials. The purposes of a teaching philosophy are for self-reflection, introducing a teaching portfolio, and communicating with students. It then provides suggestions for developing the different components of a teaching philosophy statement, such as defining teaching and learning, choosing metaphors, reflecting on teaching identity, discussing goals and assessments, and making it brief and personal. The document emphasizes that a teaching philosophy is an evolving reflection of one's teaching beliefs and practice.
The document describes a workshop where participants will provide advice to the instructor of a freshman STEM course with a diverse set of students. The workshop uses a "jigsaw" method where participants first work in groups to develop advice for one assigned student, then reconvene in new groups to share their advice. The goals are to assure students feel welcome contributing to class, build on their diverse strengths and experiences, and avoid assumptions or isolating underrepresented groups. Over 400 responses were collected addressing these topics for 6 hypothetical students from different backgrounds.
CTD Weekly Workshops: Writing a Successful Teaching StatementPeter Newbury
In 3 sentences or less, summarize the key points about writing a successful teaching statement from the document:
The document provides guidance on writing an effective teaching statement, emphasizing that it should clearly communicate your teaching philosophy, goals for student learning, and methods for enacting your philosophy in the classroom. It outlines the major components a teaching statement should include and provides general guidelines like keeping it brief, using concrete examples, and customizing it for the specific department. Resources are shared for samples, rubrics, and advice from teaching centers at various universities.
Writing a Successful Teaching Statement (IRACDA Fellows, Fall 2014)Peter Newbury
This document provides guidance on writing a teaching statement. It begins with a discussion of the purpose of a teaching statement and explains that it should demonstrate reflectiveness about teaching, communicate goals and actions, and help the applicant get hired for their desired position. The document then provides tips for writing the teaching statement, such as keeping it brief, using a narrative first-person approach, focusing on specific examples, avoiding jargon, and customizing it for the target department. Key components of an effective teaching statement are also outlined, including conceptualizing learning and teaching, stating goals for students, describing implementation of teaching philosophy, and planning for professional growth.
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.
The document discusses how to develop learning outcomes to help students learn. It explains that learning outcomes should specify what students will be able to do by the end of a lesson, unit, or course. Good learning outcomes use action verbs to describe observable skills and begin with "By the end of this, you will be able to...". Developing clear learning outcomes helps both students and instructors by making expectations clear and guiding lesson planning and assessment.
CTD Spring 2015 Weekly Workshop: Learning outcomesPeter Newbury
The document discusses learning outcomes and their importance in course design. It defines learning outcomes as statements that describe what students will be able to do upon completing a course or topic. Learning outcomes help instructors design instructional strategies, activities, and assessments aligned with course goals. They also help students understand expectations and check their own mastery. The document recommends having both course-level and topic-level learning outcomes, and provides tips for writing outcomes using action verbs from Bloom's Taxonomy. Overall, the document advocates for making learning outcomes clear to both instructors and students.
2015 SGTS Preparing to Teach 2: Learning OutcomesPeter Newbury
This document provides guidance for graduate teaching scholars on developing learning outcomes for their summer courses. It discusses the importance of learning outcomes for students and instructors and explains how to write effective course-level and topic-level outcomes using Bloom's Taxonomy. Attendees are guided through a workshop on writing outcomes for their own courses and discussing how to share the outcomes with students. The document emphasizes aligning assessments with outcomes and using outcomes to clarify expectations for student understanding.
The document describes a workshop on learning outcomes held at the Center for Teaching Development at the University of California, San Diego. The workshop introduces the concept of learning outcomes and their value for both students and instructors. It discusses how to write effective learning outcomes using Bloom's Taxonomy and provides examples for aligning course-level and topic-level outcomes. The workshop materials aim to help instructors develop learning outcomes that clarify expectations and guide instructional approaches and assessment.
This document summarizes a workshop about learning outcomes presented by Carl Wieman from the Science Education Initiative. The workshop covered defining learning outcomes, using Bloom's Taxonomy to write outcomes with cognitive verbs, relating topic-level outcomes to course-level outcomes, and sharing outcomes with students. Examples were provided of writing outcomes for an astrology course and exam questions. Attendees then practiced writing outcomes for driving test questions.
This document provides guidance on creating a teaching portfolio. It explains that a teaching portfolio is a collection of materials that represent a faculty member's teaching practice and is explained through a teaching statement. Key components include materials from the faculty member themselves like a teaching philosophy statement and syllabi, materials from others like student and peer evaluations, and examples of student work. The document offers questions to consider when writing a teaching statement and emphasizes showing teaching effectiveness and commitment through a narrative that connects past experiences and future goals.
#DAPP162 Session 3: Designing for learning & learning theoriesChrissi Nerantzi
This document discusses various learning theories and their application to teaching practice. It begins by outlining three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible through cooperative and self-directed learning. Groups then studied theories of behaviorism, cognitivism, socio-constructivism, connectionism, and connectivism and created posters to highlight the key aspects of each. The document emphasizes applying theory to practice and constructing teaching methods, learning activities, and assessments to align with intended learning outcomes.
The College Classroom Week 10: Teaching as ResearchPeter Newbury
This document summarizes a class on teaching as research and success in an educational career. It discusses categories of educational research and examples of education research from different disciplines. It presents results from studies on improving learning in a physics class and the value of course-specific learning goals. Details are provided on conceptual steps in the teaching as research process and examples of Beth Simon's teaching as research projects. Guidance is offered on funding sources for teaching as research, practical advice for succeeding as an educator, and having students develop a microteaching lesson for feedback.
This document discusses various factors to consider when designing a university course, including:
1. Gathering information on course content, students' background and interests, and disciplinary standards.
2. Planning course structure, goals, learning outcomes and assessment methods based on gathered information and considering theories of student development.
3. Developing a syllabus to communicate the course plan to students by including elements such as topics, assignments, and grading criteria.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
The College Classroom Wi16 Meeting 9: Writing Your Teaching Statement
1. Step 1
WritingYourTeaching Statement -
collegeclassroom.ucsd.edu1
sit and think
WritingYourTeaching Statement
Step 1
sit and think
Just a thought by gintoxin78 on flickr (CC)
2. The College Classroom Meeting 9:
Writing Your Teaching Statement
March 1 and 3, 2016
Unless otherwise noted, content is licensed under
a Creative CommonsAttribution- 3.0 License.
Peter Newbury
Center for EngagedTeaching, UC San Diego
pnewbury@ucsd.edu
collegeclassroom.ucsd.edu
3. Where do you want to go next?
WritingYourTeaching Statement -
collegeclassroom.ucsd.edu
A) faculty position at research university
B) faculty position at teaching-focused institution
with opportunities for (limited) research
C) faculty position at teaching-focused institution with no
research obligations
D) professional career (engineer, medical, journalist...)
E) alternate academic (alt-ac) position
3
4. Have you applied for academic jobs?
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A) not yet, and I won’t until next year
B) not yet, but I will be applying soon
C) yes, for 1 job
D) yes, for 2-5 jobs
E) yes, for more than 5 jobs
5. Job announcements
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Most academic job announcements require applicants to
submit a “Teaching Statement”
Sociology Instructor - Chicano/a Studies, Mira Costa
http://www.miracosta.edu/administrative/hr/jobopenings.html
Professor or Associate Professor of Synthetic Chemistry,
Chemistry & Biochemistry, UC San Diego
https://apol-recruit.ucsd.edu/apply/JPF00894
8. Purpose of a Teaching Portfolio
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Collect in one place all your evidence of teaching
teaching philosophy
teaching statement
teaching evaluations (like CAPE)
examples of your work: PPT, assignments, exams
example of your students’ work
feedback from students, colleagues, bosses
partially online
start collecting NOW
10. Purpose of a Teaching Philosophy
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Long (and continually growing document):
Summary of your teaching portfolio, helps tie together
and synthesize evidence
Demonstrates that you are reflective about
your teaching
Communicates your goals and actions
As you revise, it may shape how you teach
Help you set goals for professional growth
A list of all courses you’ve taught with dates,
enrollment, institution, etc.
12. Purpose of a Teaching Statement
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Demonstrate you are reflective about your teaching
Communicate your teaching goals and actions
Get hired!
14. A Teaching Statement gives…
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Your conception of how learning occurs
A description of how your teaching facilitates learning
A reflection of why you teach the way you do
The goals you have for yourself and for your students
How your teaching enacts your beliefs and goals
What, for you, constitutes evidence of student learning
The ways in which you create an inclusive learning
environment
Your interests in new techniques, activities, types of learning
cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/
18. Step 1
WritingYourTeaching Statement -
collegeclassroom.ucsd.edu18
sit and think
Step 1
sit and think
Just a thought by gintoxin78 on flickr (CC)
19. Sit and think…
WritingYourTeaching Statement -
collegeclassroom.ucsd.edu
Which of these do you feel is your primary role as an
educator?
A) Teaching students facts and principles of the subject
B) Helping students develop basic learning skills
C) Helping students develop higher-order thinking skills
D) Preparing students for jobs/careers
E) Being a role model for students
19
21. General Guidelines
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Make your Teaching Statement brief and well
written, typically 1-2 pages in length.
Use narrative, first-person approach.This allows
theTeaching Statement to be both personal and
reflective.
Be sincere and unique.Avoid clichés, especially ones
about how much passion you have for teaching.
Avoid statements about what doesn’t work (because
someone on the search committee might have done
that this morning!)
cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/
22. General Guidelines
WritingYourTeaching Statement -
collegeclassroom.ucsd.edu22
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.
Be discipline specific. Do not ignore your research.
Explain how you advance your field through teaching.
Avoid jargon and technical terms, as they can be off-
putting to some readers.
cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/
23. General Guidelines
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collegeclassroom.ucsd.edu23
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.
Be humble. Mention students in an enthusiastic, not
condescending way, and illustrate your willingness to
learn from your students and colleagues.
cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/
cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/
24. General Guidelines
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collegeclassroom.ucsd.edu24
Customize for the department you’re applying to:
“I would be excited to teach introductory courses
like your MATH 10A and MATH 20B.”
“With my research background, I would be able
to teach graduate-level courses in European
history like HIST 554.”
“How will you teach our students?”
Remove UCSD-specific acronyms like UCSD,
CAPE, SIO, SE, MAE, HIEU, SSPPS,…
25. General Guidelines
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collegeclassroom.ucsd.edu25
Formatting: do everything you can to make it easy for
the hiring committee members to read your doc:
Add a header with your name, so that the reader
can easily associate your awesome words with your
name
full justification gives your doc a polished look
check your PDF very carefully for .docx to .pdf
conversion problems (esp. with bullet points)
Metadata: be sure to check your documents’
metadata (especially author)
26. www.crlt.umich.edu/tstrategies/tstpts
Teaching Statement rubric:
Write, rubric, revise, rubric, revise…
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Goals for student learning
Enactment of goals (teaching method)
Assessment of goals (measuring student learning)
Creating an inclusive learning environment
Structure, rhetoric and language
Excellent
Needs
Work Weak
27. KEY Guideline: you need a
kick a** first paragraph!
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What distinguishes you from everyone else applying?
Give them something to remember you by!
Imagine the hiring committee only reads the first
paragraph carefully and skims the rest. Hit‘em with
your best stuff right away – don’t save it for the
concluding paragraph.
Spend extra time on the first paragraph:
opening paragraph = abstract in an article
Provide detail and evidence in the rest of the teaching
statement.
29. Try the first paragraph rubric
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Work with your neighbor. Use the colored dots to evaluate
the sample opening paragraph.
30. Score the first paragraph
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1 point for each Weak
2 points for eachAcceptable
3 points for each Strong
A) 1 – 6 points
B) 7 – 8 points
C) 9 – 10 points
D) 11 – 12 points
31. Try the first paragraph rubric
WritingYourTeaching Statement -
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Work with your neighbor. Use the colored dots to evaluate
the sample opening paragraph.
32. Score the first paragraph
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1 point for each Weak
2 points for eachAcceptable
3 points for each Strong
A) 1 – 6 points
B) 7 – 8 points
C) 9 – 10 points
D) 11 – 12 points
33. You’ve drafted it. Now what?
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1. Ask someone you trust INYOUR DISCIPLINE to read it.
Their familiarity with the subject may catch errors
specific to your field (eg, field work in geophysics)
2. Ask someone you trust NOT in your discipline to read it.
When they ask you what something means, it forces you
to think carefully and concisely about the concept.
People beyond the hiring-Department may read it
(eg, Dean, Provost, Head Librarian, etc.)
34. The Interview…
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When you visit your potential employer for a 24 – 48 hour
interview, you’ll probably
have breakfast with the host
attend meeting after meeting after meeting
give a “research seminar” about your work
teach a demonstration class
meet with the “teaching committee” bring your
teaching portfolio!
35. Resources
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Center for Research on Learning andTeaching
University of Michigan
www.crlt.umich.edu/tstrategies/tstpts
Teaching statement samples: www.crlt.umich.edu/tstrategies/tstpum
Center forTeaching
Vanderbilt University
cft.vanderbilt.edu/teaching-guides/reflecting/teaching-statements/
McGraw Center forTeaching and Learning
Princeton University
www.princeton.edu/mcgraw/library/for-grad-students/teaching-statement
Center for theAdvancement ofTeaching
Ohio State University
ucat.osu.edu/teaching_portfolio/philosophy/philosophy2.html