OCN 750 Class #14: April 22 Teaching Philosophy Workshop

1. OCN 750 Class #14: April 22Teaching Philosophy Workshop • Announcements & check-ins • Intro to teaching philosophy • Your own teaching philosophy • Looking ahead

2. Announcements & Check-ins • Assignment due today: • Upload online profile (email link) • “Using LinkedIn to Find Jobs” Thurs, Apr 24 : 1 pm, QLCSS 212 Sign up online, Mānoa Career Center • Check-ins: writing, projects, anything else? Any questions or comments? Barb?

3. Teaching Philosophy: Learning Outcomes • Learn difference between different types of teaching documents (for job apps) • Reflect on why you teach the way you do • Practice communicating your teaching philosophy

4. Job ads ask for teaching statements. • Position: • Visiting Lecturer – Biochemistry • Description: • This is a one-year teaching position, with competitive salary and benefits. The successful candidate will teach the two-semester sequence of advanced Biochemistry and Molecular Biology courses and the associated laboratories, as well as offer independent research opportunities for undergraduate students. • Application Package: • cover letter • CV • graduate transcript • three letters of reference • statement of teaching philosophy Job ad found on: chroniclevitae.com/job_search/new

5. Job ads ask for teaching statements. • Position: • Lamont Research Professor • Description: • Applicants for the rank of Assistant Research Professor should have demonstrated potential for significant research contributions by having published in peer-reviewed journals and potential for supporting their research programs with external funding. Candidates with strong secondary interests in science education and outreach are also encouraged to apply. • Application Package: • CV • list of publications • list of funded or pending projects • statement of research interests • statement of science education & outreach interests if applicable Job ad found on: http://sacnas.org/professionals/opportunities

6. Job ads ask for teaching statements. • … a personal statement addressing: • motivation • background & obstacles faced • research experience • teaching experience & what inspires you to teach • career plans after postdoc • ways you want to contribute to diversity efforts & experience in doing so • Position: • Institutional Research and Career Development Award • (IRACDA) Scholar in Science (UC, San Francisco) • Description: • Postdocs in all IRACDA programs nationwide receive not only conventional mentored research training, but also training in pedagogy, including actual teaching experience with a mentor at a partner institution that has a historical mission and a demonstrated commitment to provide training, encouragement and assistance to students from groups underrepresented in the biomedical and behavioral sciences. • Application Package: • CV • official graduate transcript • two letters of reference • … and … Job ad found by Googling “teaching postdocs”

7. Teaching philosophy:some definitions • Teaching statement: • Short statement about teaching and learning • 1-2 pages, single-spaced • Requested in job ads (both teaching- and research-focused institutions) • Teaching portfolio: • “coherent set of materials including work samples and reflective commentary on them, compiled by a faculty member to represent his or her teaching practice as related to student learning and development.” – Cerbin and Hutchings, 1994. • Teaching statement is the centerpiece / backbone • Not common in job ads, but bring to interview • Also used for tenure & promotion, self-evaluation Credit: UW Center for Teaching & Learning (2005, 2011 workshops) LOTS of resources: http://www.washington.edu/teaching/

8. Why should you care about teaching statements? • Start early in career – gather materials for future positions • Become a better teacher/mentor in current role • Become a better teacher/mentor in FUTURE roles – help you set & evaluate personal goals • Great examples of how to reflect upon & market your experience – even if YOU don’t want a teaching job

9. Teaching statement, in detail Short statement about teaching and learning (1-2 pages): • Explains HOW you teach, and WHY you choose to teach that way • Paints a picture • Is reflective & personal • Avoids jargon • e.g., avoid using “active learning” as a buzzword, alone • use examples to show reader how you do this! • Is discipline-specific • see examples in class and on class directory • full portfolio examples in class • Is self-explanatory • Includes what you’d want to talk about in an interview!

10. What do teaching statements look like? Form pairs and choose 1 example. “UW_Teaching_Philosophy_Examples” – from faculty, grads #1: microbial ocn. #2: zooplankton/coastal ocn. #3: earth systems #4: geology/geochem. #5: comm. college/diversity #6: earth science/humanities #7: programming/fisheries “XXX” = to maintain anonymity

11. Analysis of teaching statements • What types of experience does this teacher include? • How well does this person paint a picture of his/her classroom? • Does the statement describe HOW & WHY this person teaches? • Compare to rubric

12. Evaluation of teaching statements Rubric: (“UMich_Rubric” in “how-to guides” folder) • Goals for student learning • Enactment of goals (teaching methods) • Assessment of goals (measuring student learning) • Creating an inclusive learning environment • Structure, rhetoric, & language

13. Teaching Philosophy in Online Profiles http://blayjorge.wordpress.com/teaching/teaching-philosophy/

14. Teaching Philosophy in Online Profiles http://www2.palomar.edu/users/atrujillo/teaching_philosophy.htm

15. Teaching Statement FAQs (from “UMich_Rubric”) • Should I write a new statement for each school? • Not necessarily, but good to customize • What if I don’t have a lot of teaching experience? •  Include mentoring, outreach, etc •  Describe your own experience as a student • Is it OK to send an unsolicited teaching philosophy as part of a job app? •  YES! • Are teaching philosophies original work? Can I use someone else’s? •  YES … and NO! •  Draw ideas from existing statements, but write your own statement. • Should I include student ratings or comments? •  Up to you … these can also go in a full portfolio.

16. How do you get started?Teaching portfolio (examples) Major components include: • Teaching statement • Teaching experience & responsibilities • Efforts to improve teaching • Evidence of student learning • Artifacts and appendices (reference within) • Syllabi • Examples of student work • Class assignments • Poster presentations or papers by undergrads you mentor on your research • Student evaluations – from department or personal request • Colleague/mentor evaluations – ask someone to observe you • List of outreach events • Your CV

17. Your teaching statement – get started now. • Freewriting: write for xx minutes, without stopping or editing. • Describe a vivid moment you’ve had as a teacher OR student. • Describe your ideal teaching/learning moment. • Imagine how your students would describe your classroom. • What types of learning challenges do students face and how do you help them overcome these challenges? • Make a list of your teaching & outreach experiences – go back to them later.

18. Independent Work One option: Write/outline your outreach demo: • Why did you present the way you did? • What might you change in the future?

19. Next steps • Create a teaching “drop box” • Materials for portfolio or for writing teaching statement • Build your teaching experience • TA, lead workshops/journal clubs, do outreach, mentor, give guest lectures (UHM or comm. coll.), tutor, etc. • American Society for Microbiology Teaching Fellows Program: http://www.asmgap.org/index.php/asm-science-teaching-fellows-program • Ask students & colleagues to evaluate your teaching!! • Class member resources • Contact UHM Center for Teaching Excellence (CTE) • TA training (August) – opportunities to lead sessions? • “Preparing Future Faculty” series • Teaching assessment – evals & classroom observations • Other ideas?

20. Project Presentation – please address questions below • What were your goals? • What did you do? • How did you (or will you) involve class members? • How did you evaluate your success? • Relationship to your career: a) How did it build upon your past experience? b) How will it help you address future career goals?

21. Project Reflection 1. Briefly describe your project components and outcomes. In pursuing your project, how did you apply concepts & skills learned in class? 2. How might you approach your current and future roles differently as a result of what you have learned through your project? Total length: One polished page essay