Creating a Strong Teaching Philosophy and Research Narrative
Creating a Strong Teaching Philosophy and Research Narrative Javier Cavazos Vela and Claudia Vela Center for Teaching Excellence (CTE) Learning Objectives After this interactive workshop, you will be able to: Recognize potential key areas of a statement of teaching philosophy
Identify potential structure for a statement of teaching philosophy Evaluate a statement of teaching philosophy Create a plan to improve your teaching and research philosophies Focus Activity Take 5-minutes to reflect and respond to questions on the following handout, Statement of Teaching Philosophy: Potential Important Areas to Consider
When you are done, turn to your neighbor and take 4-minutes to share your responses. What is a Statement of Teaching Philosophy? A statement of teaching philosophy is a clear and concise narrative that answers the following direct question: What does teaching and learning mean to you? Hegarty (2005) stated that a statement of teaching philosophy is the mission statement of a faculty member which declares where they would like their teaching to go
and in doing so helps to keep faculty motivated and committed to constant improvement. Potential Key Areas
Ideas or theories toward teaching and learning Personal views toward teaching Teaching strategies Learning environment Student learning objectives Assessment activities Professional development activities Teaching Philosophy Structure Between one and two pages long; single-spaced; and 11 or 12-point font
A personal narrative Evidence of personal beliefs and values Representative of experience and practice Showcase for strengths Place that points to directions toward future growth
Effective abstract for a teaching portfolio Focus Activity The purpose of this activity is to evaluate a statement of teaching philosophy. Evaluate your neighbors statement of teaching philosophy using our rubric. Take 8-minutes to evaluate and make sure to provide feedback to make improvements Reflection
What areas of your partners statement of teaching philosophy are strong? What areas could use improvement? What needs to be done to improve these areas? What do you think about the potential areas to include in a statement of teaching philosophy? Are there some that you would not include or others that you would include? Research Narrative
What is the impact, quality, intentionality, and significance of your scholarship? Research Narrative Impact Grant funding, citation metrics, journal acceptance ratings, impact factors, collaboration with students and colleagues Intentionality
Research focus Connections among research, teaching, and service Write and collaborate with intent Submission to specific peer-reviewed journals or funding agencies Research Narrative Significance
Fill gaps in the literature Implications that influence practice or policy Provide students with research experiences Grant funding Final Remarks Thank you for participating in this interactive workshop where we hope you met session objectives and developed a plan to improve your teaching or research philosophies.
Please complete evaluation questions about your learning experiences and level of satisfaction. Please also take a look at resources on our website utrgv.edu/cte which will provide helpful and additional information. References and Helpful Resources Axelrod, R. B., & Cooper, C. R. (1993). Reading critically, writing well: A reader and guide (3rd ed.). New York, NY: St. Martins.
Chism, N. V. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence, 9, 1-2. Professional and Organizational Development Network in Higher Education. Coppola, B. P. (2002). Writing a statement of teaching philosophy: Fashioning a framework for your classroom. Journal of College Science Teaching, 31, 448. Goodyear, G. E., & Allchin, D. (1998). Statement of teaching philosophy. In M. Kaplan (Ed.), To improve the academy (pp. 103-122). Stillwater, OK: New Forums Press. Hegarty, N. (2015). The growing importance of teaching philosophy statements and what they mean for the future: Why teaching philosophy statements will affect you. Journal of
Adult Education, 44, 28. References and Helpful Resources Kaplan, M., ONeal, C., Meizlish, D., Carillo, R. & Kardia, D. (n.d.). Rubric for Statements of Teaching Philosophy. Kearns, K. D. and Sullivan, C. S. (2011). Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy. Advances in Physiology Education, 35, 136-145. Landrum, R. E., & Clump, M. A. (2004). Departmental search committees and the evaluation of faculty
applicants. Teaching of Psychology, 31, 12-17. Schnwetter, D. J., Sokal, L., Friesen, M., & Taylor, K.L. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. International Journal of Academic Development, 7, 83-97. The University of Texas at Austin Faculty Innovation Center (2017). Teaching statement. Retrieved from https://facultyinnovate.utexas.edu/opportunities/prof-dev/statement Weimer, M. (2011). Writing better teaching philosophy statements. The Teaching Professor, 25, 6.
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