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.

1. Dr. Julie Sievers
Director, Center for Teaching Excellence

2. 1. To understand . . .
 the content and form of a teaching philosophy
statement
 its use and potential value
 strategies for developing and revising yours
2. To pre-write or draft portions of your
statement

3. FORMAT:
 1-2 pages single-spaced
 First-person
 Jargon-free
 Organized (but lots of options here)

4. Can include any or all of the following:
 Your subject areas – and why
 Your student learning objectives – and why
 Assignments and activities – and why
 Your students’ characteristics– and how you
reach them

5.  Your role in facilitating the learning process –
and why
 How you think students learn best – and why
 How you translate these ideas into action
 H0w you contribute to university’s mission
 Your personal growth plan – and why
 and plenty of good, specific examples for all
of the above

6. For YOU:
 Gain clarity of purpose in course design and
interactions w/ students
 Achieve simpler, briefer class prep
 Engage in ongoing self-assessment
 Acquire a road map for personal
development

7. For STUDENTS
 Understand learning objectives more clearly
 See purpose behind class activities
 Gain meta-cognitive skills
 . . .ultimately, LEARN MORE

8. For EVALUATORS
 In annual evaluations
 In tenure & promotion evaluations
 In teaching awards process

9. Evaluators can . . .
 Gain a more personal, vivid sense of your
teaching personality
 Connect the dots: see why you teach the way
you do
 Learn context for other data: student
evaluations, peer evaluations, school letters
 Understand how you are proactive about
developing

10. 1. Philosophy statement clarifies how you
achieve and develop teaching effectiveness
--SEU Faculty Manual on evaluation of
“Teaching Effectiveness” (pgs 19, 29)
2. Self-evaluations draw from philosophy.

11. Promotion to Assistant Professor requires that
you:
 “have received evaluations demonstrating
growth in each of the three areas of faculty
performance since appointment to the St.
Edward’s faculty [. . .]
 Clearly demonstrate potential for continued
growth in teaching and professional
development.” (pg 36)

12.  Committees deciding promotion to
Associate, full Professor, and tenure often
emphasize category “D” in teaching area:
“Ongoing self-assessment and development”

13.  Cornerstone of a teaching portfolio
 Tells reviewers how to read everything else:
 Syllabi
 Assignments and activities
 Grade distributions
 Student evaluations
 Mistakes, learning curves
 Makes your teaching personality public to
people who have never seen you teach.

14. Exercise #1:
 Describe the learning objectives for one of
your courses.
 Explain your rationale.

15. Exercise #2
 Describe student performances (assignments
and activities)
 Explain how these contribute to learning
process

16. Exercise #3
 Provide 1 example about you
 Provide 1 example about students