OVERVIEW - Auburn University

[Pages:20]OVERVIEW

The Application Package Teaching Philosophy Statements and Research Statements ?Key components ?Steps in the process ?Examples ?Getting Started Other Tips

JOB APPLICATIONS

? Cover letter ? CV ? Teaching Philosophy Statement ? Research/Creative Activities Statement ? Recommendation letters ? Sample publications ? Teaching portfolio ? Other requested materials

TEACHING PHILOSOPHY STATEMENT

1-2 pages

Clear and concise account of your teaching approach, methods and expertise.

Answer these questions: ?Why do I teach? ?What do I teach? ?How do I teach? ?How do I measure my effectiveness?

"WHY DO I TEACH?"

Teaching is an integral part of my identity as an academic. Because we are scholars inside and outside of the classroom, my research informs my teaching and my teaching informs my research. Early in my career, I developed a passion for helping students to think critically about quantitative methods and child development. This desire grew out of my own experiences first as a student and then as an instructor. My professors' enthusiasm for teaching was contagious and their uncompromising expectation for hard work was compelling. I also appreciated their constant availability to answer questions and their use of different strategies to engage us in learning. I have carried these qualities to my own classroom.

"WHAT DO I TEACH?"

One technique that has worked well in this regard is the "design an intervention" activity. For example, when I teach my undergraduate students about Hart and Risley's (2002) study on the impact of family income on children's language development, I have students evaluate current government initiatives to improve educational outcomes with respect to this finding. This activity leads students to reflect not only on their own early learning experiences, but to think critically about how this finding could be translated into programs aimed at reducing the disparities associated with early economic disadvantage.

"HOW DO I TEACH?"

Theories and practice coexist with each other in the era of education. It is imperative to teach students "what they are doing" and "why they are doing it", but it is more important to teach the students "how to do it". I strongly believe that teaching should be practical and linked to real world situations. By doing so, students will be mentally prepared for the challenges they might face in the future. They will also have a higher degree of self-awareness and understanding of the world and people around them. For example, Food Systems is an umbrella term that covers cost control, layout design, and food production management, etc. Classroom teaching is essential, but field trips and additional hands-on opportunities (i.e. meal service project) are helpful to develop the soft skills such as communication and leadership skills that are important in this field. In addition, I will challenge my students to explore outside of their comfort zones and take advantage of the opportunities available to them to gain new experiences. I will also encourage the students to get involved in voluntary work for the same reasons.

"HOW DO I TEACH?"

My teaching style combines innovation, enthusiasm, and critical analysis. I actively seek out up-to-date media clips, in-class simulations, and thought-provoking activities that challenge students' thinking with the intent of making the class period engaging and memorable. For example, to challenge students' common assumptions regarding family, support, and well-being, I show a news clip featuring a family with a young transgender son who likes to wear dresses. Throughout the clip, the students are taking notes on the positive and negative feedback loops between parent-child and siblings, but this news clip also exposes them to diverse family forms that they may encounter in their professional and social lives. These sorts of activities promote reflection, analysis, and great discussions that often seep into hallway discussions after class ends. If I adhere to my teaching goals of facilitating the ability to think, read, write, and speak critically and I am flexible and relatable as an instructor, I believe that I can create a challenging, stimulating, and enjoyable environment for students each semester.

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