Submit a final copy of your teaching philosophy statement.

You can do this assignment on a completely new statement of teaching philosophy or you can revise one you'd written previously. If you revise an old draft, please remember that you will learn more by challenging yourself to reflect on and substantially improve that draft.

Post to the website by Monday, August 6 for Summer Session 1, or Tuesday, September 18 for Summer Session 2.

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If you have any issues you can email your assignment to and we will post it on the discussion board for you.

Summer Session 2 Assignments

R. Alan Gamage

Teaching Philosophy

Shannamar Dewey.

Teaching Philosophy (WS6)

I really liked the way you introduced your overarching concept of teaching and the classroom. I think its clear (a focus on knowledge retention) and also very important. Its good you've talked about both the teaching that you've done and the UCD Center for Excellence courses.Maybe this is a term used in your field -- I don't know what you mean by "guided concept development projects." I would remove the sentence "Every day of teaching is an experiment..." because I think it gives the impression that you don't have full control of the outcome of your classes (I think we all feel that teaching is an experiment, but it might be best to not say that here)
I think the last paragraph is what needs the most attention. A few things to consider:
- its a little non-linear (ie seems to jump around) -- the ideas are good but could use some polish
- you talk about how you like turning on light bulbs for your students and yourself but then only discuss why that's important for yourself
- I would suggestion shortening the paragraph and just pick a couple key hopes/goals and focus on those.
--Geoff Morrison

Daniel Tapia-Jimenez


Summer Session 1 Assignments

Tamara Dunn Hall; Teaching Philosophy Statement

I like your statement, containing much insight, including the point you make right off the bat about how intimidating learning something new can be. If students (graduate students included) think something is too difficult or complicated, they can just shut down. I also think all four of your objectives are on point -- you sound like an amazing teacher. Putting on my obnoxious economist format nazi-hat for a second, I might suggest you right margin justify, and do away with the dash after the bold on each objective. At times the language might be a touch casual (e.g., "hand draw each integral detail, say..."), but this was a very solid first pass and on the whole I found your Teaching Philosophy to be inspirational. -- Doug Campbell

Very good statement. I really enjoy the organization of it. Putting it into defined, clear objectives is a great way to make sure that you get your point across .
I do have a few suggestions
1) First Paragraph of Objective 1. I feel this section would be strengthened by actually using an example from your teaching. By putting "story" and "baby steps" in quotes, you are implying that you mean something beyond the usual definition of these words, but I don't really get what you mean by them then. I think that an example would clear this up.
2) Objective 3. I understand that learning students names and giving them advice is a fundamental part of being a good teacher. However, I would think that it is the minimum that a teacher should do. Here you want to portray that you are a great teacher, and they requires a little extra. Do you give them your cell phone number? How much time do you dedicate outside of class? Do you get back to their emails in certain amount of time?
"Developing Personal Relationships" is definitely important, but you need to make it seem like you do more than the average teacher.
3) Very end of Objective 4. I really like your ending, however I might tweak it so instead of saying "I hope" say "I do" and give an example or evidence that you have inspired passion in students to be champions of science.
--Angus Chandler

Doug Campbell; Teaching Philosophy Statement

Your statement is inspirational. You have sparked my interested in taking a course from Prof. Hafner. The examples you provide in designing assignments and how those assignments contribute to undergraduate learning is great. I one suggestion is to start off with a little more information about yourself. Perhaps, take from some of your paragraphs at the end of your statement and put them upfront and relate it all back to how Prof. Hafner has inspired you. -Susan Perez