Developing and articulating your teaching philosophy

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The development and articulation of a Teaching Philosophy is a requirement that both, newer and more seasoned engineering educators are being increasingly asked to produce as the building block of their professional careers. New Engineering Educators need to incorporate a strong Teaching Philosophy as part of their promotion and tenure dossiers, while more experienced educators will use it for advancement and promotion. In both cases, a clear and meaningful Teaching Philosophy is a critical point at the time of being considered for employment at another institution. This paper addresses the author's visions and experiences in the development of a Teaching Philosophy that conveys his own personal visions of the University and Department while gives the audience a framework to develop their own. There are four main critical points that educators need to consider at the time of developing their teaching philosophies, summarized below: a) Their objectives in teaching. b) Tools and methods used to achieve those objectives c) Tools and methods used to measure the achievement of objectives d) The self-reflection on why teaching is important for them The goal of this paper is to analyze each one of these critical points, guiding faculty members towards building a document consistent with their interests and institutional mission.

Original languageEnglish (US)
Pages (from-to)3193-3197
Number of pages5
JournalASEE Annual Conference Proceedings
StatePublished - 2004

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Teaching

All Science Journal Classification (ASJC) codes

  • Engineering(all)

Cite this

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abstract = "The development and articulation of a Teaching Philosophy is a requirement that both, newer and more seasoned engineering educators are being increasingly asked to produce as the building block of their professional careers. New Engineering Educators need to incorporate a strong Teaching Philosophy as part of their promotion and tenure dossiers, while more experienced educators will use it for advancement and promotion. In both cases, a clear and meaningful Teaching Philosophy is a critical point at the time of being considered for employment at another institution. This paper addresses the author's visions and experiences in the development of a Teaching Philosophy that conveys his own personal visions of the University and Department while gives the audience a framework to develop their own. There are four main critical points that educators need to consider at the time of developing their teaching philosophies, summarized below: a) Their objectives in teaching. b) Tools and methods used to achieve those objectives c) Tools and methods used to measure the achievement of objectives d) The self-reflection on why teaching is important for them The goal of this paper is to analyze each one of these critical points, guiding faculty members towards building a document consistent with their interests and institutional mission.",
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Developing and articulating your teaching philosophy. / Lozano-Nieto, Albert.

In: ASEE Annual Conference Proceedings, 2004, p. 3193-3197.

Research output: Contribution to journalArticle

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