96 Years of Leadership in Social Justice

1. Constructing your Teaching Philosophy Statement and Adjunct Teaching Sharon Milligan Associate Dean for Academic Affairs and Chair, Masters Program 96 Years of Leadership in Social Justice

2. Getting Started Cover letter Curriculum Vitae Research Statement Statement of Teaching Philosophy

3. Before you start writing -Think about your teaching experience or a great teacher -Journal and books on teaching and learning -Consult with UCITE -Social Work Education Seminar -Teaching is about students

4. Start writing but do not repeat your curriculum vitae First, write a long statement and then reduce it to 1 or 2 pages No- I taught 3 sections of Community Development Perspectives and 2 sections of Introduction to Social Policy Yes – What did you learn from teaching? How did you go about teaching?

5. No empty statements If you worked to create a learning community, then explain how you did it If you want students to think critically , then explain how you did it.

6. Teaching Philosophy: Theoretical framework and Goals How does learning take place? What can a student get out of your teaching a course? What goals do you have for students as learners in the specific subject matter? What goals in general? What goals do you have students as learners in general within graduate education?

7. Design and Implementation How do you plan to accomplish goals? What kind of learning environment do you think can accomplish your goals? What is your role, and that of the students, in this environment? What sort of technological requirements come with your plan? What does it look like when you implement your design?

8. Assessment and Evaluation • What constitutes evidence of student learning and effective instruction? • What kinds of classroom assessments do you use, if you do, and why are these effective for you? • How do students development assessment skills? • What are your principles of creating good assignments and how are these aligned with your goals and methods?

9. Documentation and Reflection • What do you learned from analyzing student work about your own teaching, or about student learning, that you have fed back to your instructional practices? • What have some of the most profound impacts on you as an educator, how have they affected your teaching?

10. Structure of the Statement • Title: Statement of Philosophy for Sharon Milligan • Quote – Optional • Thesis Statement – Set out your principles • Narrative • Summary: Reflect back on the thesis statement(s)

11. Adjunct Teaching and the Ph.D. student • What is adjunct teaching? • Adjunct teaching and being a doctoral student • Compliments • Conflicts

12. Adjunct Teaching: Hiring and Support • Hiring and Support Process diagramed in the “Supporting Students for Success: Teaching and Academic Advising in the MSSA Program” publication available online on the MSASS website

13. Wonderful opportunity to think more about your educational philosophy. Who are adjunct faculty? Contractual instructors. Does not include training in CE. Appointment Letter and Evaluation

14. Orientation and Preparation • Selection with the help of lead instructors • Must participate in orientation, academic update and professional development program • Letter of agreement by course

15. Adjunct Teaching and Doctoral Education • Balance between the needs of the masters program and the need of the Ph.D. student • Conflicts in teaching masters students and meeting your needs as a Ph.D. student • Conflicts with IW Friday courses and doctoral Friday courses • Other graduate assistantship responsibility • Working on dissertation • “I got a job, I can’t teach this course.”