Stating a Teaching Philosophy
Event description
A teaching philosophy sets the benchmark for measuring the appropriateness of one’s instructional methods, the scope of one’s activities in and out of the classroom, the assessment of student learning, and the effectiveness of one’s teaching. It is a personal "mission statement" for anyone who helps others learn. It also defines the standards for the individual. It may be judged for its depth: how fully does it address the context of learning and/or scholarly research about teaching & learning? It may be judged for its scope: is it modest or ambitious? It may be judged for the quality of the justification: to what degree do divserity in learning, institutional and disciplinary contexts, and/or other widely accepted principles support such a statement? In addition, certain discipline-specific professional standards are to be incorporated in a statement of teaching philosophy.
Even Last Offered
Writing a Teaching Philosophy Statement - November 14, 2007
Sarah Banet-Weiser & Michael Quick: DML 240 - 1-2pm
Resources
Stating Your Teaching Philosophy, Sept 21, 2005, Lawford Anderson & Danielle Mihram (video)
For a complementary page see: Reflecting on Your Teaching
Reflective Statements by Faculty (U. of VA)
Reflective Statements by Graduate Teaching Assistants (U. of VA)
Stating a Teaching Philosophy, Oct 04
Video of Danielle Mihram and Lawford Anderson, Oct 2004
Stating Your Teaching Philosophy*
(PDF) by Danielle Mihram and Lawford Anderson, Oct 2004
Stating Your Teaching Philosophy
(PowerPoint) by Armand Tanguay and Heather James
Overview of Teaching Philosophy Statements
(PowerPoint) by Danielle Mihram
Gene Bickers: Personal Statement (.pdf)
Gene Bickers: Teaching Statment (.pdf)
"Statements of Teaching Philosophy" article
(.pdf, University of Texas at El Paso)
"Questions to Ask Regarding Students Learning Outcomes"
(.pdf)
FAQ on teaching philosophy statements from UCSB
Tips on writing teaching philosophy statements, Iowa State
Samples of teaching philosophy statements from University of Pennsylvania
Last modified: 30 November 2007