REGISTRATION CLOSED; AT CAPACITY AS OF 9/7

Draft a peer-reviewed statement that reflects your teaching beliefs and experiences in this interactive, two-part online workshop. Participants will work to draft and edit a teaching statement, which is often required for US academic job applications. We will discuss elements of teaching statements, evidence of effective teaching tailored for different academic jobs, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s collaborative, peer-review process. By the end of this workshop, participants will be able to:

• Understand common components of a teaching philosophy statement
• Identify their own teaching accomplishments, beliefs, and goals
• Draft a teaching philosophy statement
• Refine their work through peer review feedback

This workshop is part of CIRTL’s fall programming on academic professional development.

Instructors

Rique Campa, Michigan State University
Kate Williams, Georgia Institute of Technology

Workshop Schedule

This workshop meets in Zoom on Wednesdays, September 13 and 27 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT.

Audience

This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone looking to develop or refine their teaching statement.

Registration & Enrollment

* At capacity and registration is closed as of Thursday, September 7 *

Cap: 50. Registration opens Monday, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority.

Accessibility

If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

• Using alt-text on images in reading materials
• Sending pre-session reminders with upcoming assignments to all students
• Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes

All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.

Associate: Evidence-Based Teaching

• Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.

Associate: Learning Community

• Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

• Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
• Describe several learning-through-diversity (LtD) techniques and strategies.