In this interactive two-part workshop participants will learn what a teaching philosophy statement is and how it’s used on the academic job market, discuss ideas and ask questions about your own statement, then draft a statement and refine it in a writing group of peers from your discipline. 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 small group writing and feedback 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

Instructors

Emily Potratz, University of Illinois, Chicago
Brian Rybarczyk, University of North Carolina, Chapel Hill

Workshop Schedule

This two-session online workshop meets in Zoom on Monday, September 14 and 21 at 4 – 5:3opm  Eastern / 3 – 4:30pm Central / 1 – 2:30 pm Pacific/Arizona.

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

Request a registration reminder

Cap: 50. 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 access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@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

About CIRTL Programming

CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants improving evidence-based teaching.

This course supports the following CIRTL learning goals:

• Goal 4: Prepare for an impactful career. See more Goal 4 programming.