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 language||English (US)|
|Number of pages||5|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - Oct 25 2004|
|Event||ASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights" - Salt Lake City, UT, United States|
Duration: Jun 20 2004 → Jun 23 2004
All Science Journal Classification (ASJC) codes