|September 25, 2018||
Time: 12:30 PM - 1:45 PM
Location: Mell 3550
Teaching statements are typically demanded at key moments in our professional lives, such as when we apply for jobs, tenure, or promotion; however, frequent readers of these documents describe them as “drab
and predictable”. In their 2008 study, Meizlish and Kaplan surveyed hundreds of faculty hiring committees in six different disciplines. They found teaching statements containing vague platitudes are not valued by hiring committees. Instead, committees value
teaching statements that link teaching philosophies to specific teaching practices and experiences.
This workshop will help you turn your student evaluations of teaching (SETs) and teaching experiences into a powerful, narrative-based teaching statement. Working in small groups, you will be given a range
of authentic challenges that will help you hone your ability to interpret data related to teaching, including sample SETs and research-based instruments for self-assessment. We will explore models for crafting compelling teaching reflections that respond to
context and purpose. You will leave with a richer understanding of how to translate SETs into actionable improvements as well as what it takes to compose dynamic and meaningful teaching statements.
In this workshop you will:
To help us plan for this workshop, please register on the Biggio Center