FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2593973175> ?p ?o ?g. }

• W2593973175 startingPage "103" @default.
• W2593973175 abstract "INTRODUCTIONThe theme of this article is to highlight the growth of teaching philosophy statement development as a tool to assist in productive teaching which yields positive results for students. It is the hope of these authors that upon reading this article faculty who are broaching this topic of self-alignment for the first time will have an understanding of its origins, its purpose, and come away with the awareness that teaching philosophy statements help us stay true to our original vocation as professors and help us to evolve and improve our teaching over the course of our academic career. Consequently, it becomes our North Star in the development of our teaching style and the compass by which we constantly adjust to stay on course.The authors propose that teaching philosophies should be based on what students need, not what faculty want; after all it is about educating students. Faculty should then work in reverse to make their style fit what the desired result of teaching should be. And ever-present is the fact that faculty are employed to teach specific material and to ensure to the best of their ability that learning is taking place (Drolet, 2013).The authors also seek to gain an understanding of why the TPS has become required at many universities and why it has taken it so long to become mainstream as a method of improvement in instruction. The changing climate in education which emphasizes accountability of faculty and value returned to students for tuition paid has ushered in an era of self-evaluation and assessment (Jenkins, 2011). And this has occurred in a tenure-focused industry where previous evaluation was deemed impossible. The unthreatening tenet of teaching philosophies has facilitated faculty at all levels in looking inward to examine their approach in the delivery of knowledge and learning. If anything, this ability to encourage faculty to self-evaluate rather than require evaluation must be heralded as a breakthrough in teaching improvement. The subtlety of it does not involve anything other than simply asking faculty to identify the reasons they engage in teaching and the results of that teaching which they would like to see in their students.However, a pitfall is that many colleges now require new faculty to write a teaching philosophy as part of their hiring process. Although at face value this seems to be proactive in getting junior faculty to focus on the direction of their teaching it also leaves them open to the whims and opinions of those in a position of hiring who may have their own views on teaching. A contradiction of views could result in an offer not being made or offers being made only to individuals whose teaching style closely mirrors those of the hiring committee. If handled correctly the widespread use of encouraging college professors to develop a teaching philosophy could result in a new direction for improved performance in the classroom as well as unearthing new ways of teaching and learning. However, if required and used as a condition of employment it could also serve to alienate and quiet those who take a different approach to teaching. Throughout the article, the authors describe professors in their role as teachers; we use the word professor and teacher interchangeably.BACKGROUNDWhile the area of teaching philosophies has been around for decades, it remains that research over the past ten years serves best to inform about the future within this domain. An article that speaks best to teaching philosophies is one that speaks rather to the topic of student involvement. Alexander Astin (1999) asserts that students have a better educational experience when they are actively involved - involved in on-campus organizations, included in faculty research, involved in on-campus jobs, and so on. Therefore by learning in a way that actively includes students in the learning process promotes better material retention. This inclusion of the student in the classroom as a learning 'partner' consequently leads to a more actively involved and engaged student. …" @default.
• W2593973175 created "2017-03-16" @default.
• W2593973175 creator A5044456812 @default.
• W2593973175 creator A5072077976 @default.
• W2593973175 date "2016-10-01" @default.
• W2593973175 modified "2023-09-24" @default.
• W2593973175 title "How to Approach Teaching Philosophy Statements as Career Mission Statements" @default.
• W2593973175 hasPublicationYear "2016" @default.
• W2593973175 type Work @default.
• W2593973175 sameAs 2593973175 @default.
• W2593973175 citedByCount "0" @default.
• W2593973175 crossrefType "journal-article" @default.
• W2593973175 hasAuthorship W2593973175A5044456812 @default.
• W2593973175 hasAuthorship W2593973175A5072077976 @default.
• W2593973175 hasConcept C119857082 @default.
• W2593973175 hasConcept C127413603 @default.
• W2593973175 hasConcept C144024400 @default.
• W2593973175 hasConcept C145420912 @default.
• W2593973175 hasConcept C15744967 @default.
• W2593973175 hasConcept C17744445 @default.
• W2593973175 hasConcept C19417346 @default.
• W2593973175 hasConcept C199539241 @default.
• W2593973175 hasConcept C2776007630 @default.
• W2593973175 hasConcept C2776291640 @default.
• W2593973175 hasConcept C2777617010 @default.
• W2593973175 hasConcept C41008148 @default.
• W2593973175 hasConcept C45504901 @default.
• W2593973175 hasConcept C554936623 @default.
• W2593973175 hasConcept C55587333 @default.
• W2593973175 hasConcept C88610354 @default.
• W2593973175 hasConceptScore W2593973175C119857082 @default.
• W2593973175 hasConceptScore W2593973175C127413603 @default.
• W2593973175 hasConceptScore W2593973175C144024400 @default.
• W2593973175 hasConceptScore W2593973175C145420912 @default.
• W2593973175 hasConceptScore W2593973175C15744967 @default.
• W2593973175 hasConceptScore W2593973175C17744445 @default.
• W2593973175 hasConceptScore W2593973175C19417346 @default.
• W2593973175 hasConceptScore W2593973175C199539241 @default.
• W2593973175 hasConceptScore W2593973175C2776007630 @default.
• W2593973175 hasConceptScore W2593973175C2776291640 @default.
• W2593973175 hasConceptScore W2593973175C2777617010 @default.
• W2593973175 hasConceptScore W2593973175C41008148 @default.
• W2593973175 hasConceptScore W2593973175C45504901 @default.
• W2593973175 hasConceptScore W2593973175C554936623 @default.
• W2593973175 hasConceptScore W2593973175C55587333 @default.
• W2593973175 hasConceptScore W2593973175C88610354 @default.
• W2593973175 hasIssue "1" @default.
• W2593973175 hasLocation W25939731751 @default.
• W2593973175 hasOpenAccess W2593973175 @default.
• W2593973175 hasPrimaryLocation W25939731751 @default.
• W2593973175 hasRelatedWork W1736222174 @default.
• W2593973175 hasRelatedWork W1982739961 @default.
• W2593973175 hasRelatedWork W2006913956 @default.
• W2593973175 hasRelatedWork W2014213732 @default.
• W2593973175 hasRelatedWork W2030022628 @default.
• W2593973175 hasRelatedWork W2048200433 @default.
• W2593973175 hasRelatedWork W2096263941 @default.
• W2593973175 hasRelatedWork W211796752 @default.
• W2593973175 hasRelatedWork W2145018644 @default.
• W2593973175 hasRelatedWork W2241376714 @default.
• W2593973175 hasRelatedWork W2262895654 @default.
• W2593973175 hasRelatedWork W2321305245 @default.
• W2593973175 hasRelatedWork W2608366603 @default.
• W2593973175 hasRelatedWork W289422164 @default.
• W2593973175 hasRelatedWork W291622296 @default.
• W2593973175 hasRelatedWork W341085831 @default.
• W2593973175 hasRelatedWork W1842619456 @default.
• W2593973175 hasRelatedWork W2603365488 @default.
• W2593973175 hasRelatedWork W2745286589 @default.
• W2593973175 hasRelatedWork W284074158 @default.
• W2593973175 hasVolume "6" @default.
• W2593973175 isParatext "false" @default.
• W2593973175 isRetracted "false" @default.
• W2593973175 magId "2593973175" @default.
• W2593973175 workType "article" @default.