Teaching Statement development series: evaluating my approach

This is the final installment of the selected portions of my Teaching Statement as part of a development series, drafted as I refine my philosophies for the submission of my second-year review this fall. I welcome feedback! Feel free to comment on the post (note, all comments require my approval before appearing publicly on the site), or contact me directly if you have more substantial edits.

*Please note, these are selected portions of my Statement which have been edited to remove sensitive information. These are early drafts, and may not reflect my final version. Tenure materials that I generate are mine to share, but my department chair, committee, and union representative were consulted prior to posting these. Each tenure-granting institution is unique, and departments weigh criteria differently, thus Statements can’t really be directly compared between faculty.*


Evaluating my approach to teaching (modified to remove sensitive information)

I regularly solicit student feedback in my courses, either in class, or via anonymous surveys using online teaching platforms (Brightspace), to improve the quality and content of my teaching materials.  For example, a voluntary, anonymous survey of AVS 401 Senior Paper in Animal Science I students in fall 2020 on lecture content and order revealed that the material presented (see Developing curricula) was all or partly new to them, that they would have preferred to learn about Project Management and Experimental Design earlier in the lecture series, and that they found all lectures to contain useful information. Survey report available upon request. Student comments included

  •  [ Student comments redacted for the blog post]

Similarly, I solicit feedback from my peers, including an ad hoc Pedagogy in STEMM working group on campus.  The working group meets semi-weekly to discuss curriculum development, and in particular, including social issues into science courses. I led a one-hour meeting on re-thinking tense classroom conversations, as well as making student contribution equitable and productive. My re-devised strategy, a result of that working-group meeting, for discussion topics which do not elicit student engagement is to ignore the topic discussion and jump to resolution planning in the short and long-term using starting scenarios which include cost/benefit analyses, if applicable. 

Finally, the use of online teaching software (Brightspace) allows me to evaluate student engagement in real-time, from tracking assignment submission times, to identifying patterns in grading that point to poorly-worded or confusing assignments, to participation in online discussion forums by topic.  The software facilitates tracking progress by individual students or the class over time, allowing me to parse when I need to reach out to offer additional help, or when I need to change an assignment deadline because it conflicts with large assignments (such as mid-term exams) from other courses which divert student attention. 


Previous installments:

Teaching Statement development series: science and society.

Teaching Statement development series: research mentorship.

Teaching Statement development series: research and education.

Teaching Statement development series: scientific literacy.

Teaching Statement development series: developing curricula.

Teaching Statement development series: accessibility.

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